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1 


Useful Reference Series No. 23 


Instruction in the Use 

of Books and Libraries 

{Second Edition) 




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Instruction 

in the Use of 

Books and Libraries 

A Textbook for 
Normal Schools and Colleges 

'^By 

Lucy E. Fay, M.A., B.L.S. 

Head of Bibliographic Course, Carnegie Library 
School, Pittsburgh, Pa. 

and 

Anne T. Eaton, B.A., B.L.S. 

Librarian of the Lincoln School of 
Teachers College 


Second Edition 
Revised • 


Boston, Mass. 

The F. W. Faxon Company 

1919 


Zn 


Copyright by 

The F. W. Faxon Company / 
1919 

Published October, 1919 



. VAIL-BALLOU COMPANY 
BINGHAMTON AND NCW YORK 


©CI.A535(>7fe ^ 

IVCl/ IQ (915 j 




Contents 


CHAPTER 

i 

ir 

III 
' IV 
■ V 
VI 

vii 

VIII 

IX 

X 

XI 

XII 


PART I: ON THE USE OE BOOKS 

The School Lip.kary. 

The Relation Between the Schools and 

Public Lihrary. 

The Physical Book. 

General Reference Books. 

Special Reference Books. 

Government Publications. 

Magazine Indexes 

Arrangement of Books on the Shelves . 

The Catalogue.’ . . 

Bibliographies . 

Evolution of the Book. 

History of Libraries. 


the 


PAGE 


17 

25 

40 

52 

84 

101 

IIO 

ITS 

125 

138 

163 


PART II: SELECTION OE BOOKS AND CHILDREN’S 
LITERATURE 

XIII General' Principles of Sel?:ction. 181 

XIV Selection of Books for the High School Library 193 
XV An Historical Survey of Children’s Literature 231 

XVI The Present Problem of Children’s Reading . 269 


XVII Fairy Tales.281 

XVHI Poetry.299 

XIX Classics for Children .312 

XX Children’s Stories.324 

*XXI Other Books for Children.337 



















CONTENTS 


CHAPTER PAGE 

XXII Illustrations of Children's Books .... 355 

XXIII Choice of Editions; Children’s Magazines; Some 

Lists of Children’s Books. 375 

PART III: THE ADMINISTRATION OP SCHOOL 
LIBRARIES : 

XXIV The Establishment and L'quipment of a School 

Library. 385 

XXV Book Buying and Ordering. 392 

XXVI Library Records. 397 

XXVII The Classification of Books. 406 

XXVIII The Shelf-List. 414 

XXIX Cataloguing. 417 

XXX Mechanical Processes. 437 

XXXI Pamphlets, Pictures and Clippings .... 442 
Index. 451 










Preface 


This text-book is the outcome of an actual need in 
giving courses in Library Methods to teachers. There 
are excellent teaching outlines such as Miss Gilson’s 
Course of Study for Normal School Pupils on the Use 
of a Library; Mr. Ward’s The Practical Use of Books 
and Libraries, for high school classes; and the Course 
of Study for Normal School Pupils on Literature for 
Children, by Mrs. Hafron, Miss Bacon, and Mr. Dana; 
but there is no one text-book to put into the hands of 
normal school students. It is believed that such a text¬ 
book will be a saving of time and efifort for both students 
and instructors. 

The text has been planned for the use of students in 
normal schools and for teachers taking normal courses 
in summer schools. Its purpose is first to teach such 
students how to use books and libraries so that they may 
in turn impart this information to children in the schools; 
second, to help them acquire that knowledge of literature 
for children which a teacher must have in order to en¬ 
courage in children an appreciation of literature. Col¬ 
lege and normal school courses in English literature do 
not generally put any emphasis on books that have been 
written for children and hence the teacher misses the 
very important and practical acquaintance with children’s 
books that she ought to have. 

Part III is reserved for the purely technical subjects 
of classification, cataloguing, etc., and of these subjects 

7 


8 


PREFACE 


only the elements necessary to the adequate administra¬ 
tion of a school library are given. In no sense is this 
section a manual for librarians in general. It is hoped 
that the two chapters—“ The Evolution of the Book ” 
and The History of Libraries ”— will present in com¬ 
pact and convenient form an outline of the historical 
development of books and libraries. This development, 
no less than the historical development of school meth¬ 
ods, equipment, etc., is an important part of the general 
history of education, and should be a part of the instruc¬ 
tion given to students of Education. 

It is advisable that students should have practical work 
with children while studying Parts I and II. Practice 
teaching will be possible in the Model School connected 
with the normal school. The best test of a student’s 
grasp of the subjects in Part I would be a series of les¬ 
sons in the use of reference books, the card catalogue, 
etc., given to the children in the grades. The more 
opportunity a student has for testing the principles given 
in the section on Literature for Children, through prac¬ 
tical experience with the children themselves, learning 
their interests in books by talking over books with them, 
by reading aloud and story-telling — the more productive 
will be that part of the course. The giving of work in 
children’s literature presupposes a collection of children’s 
books, containing at least all the titles included in the 
book-lists given in the chapters covering the subject, and, 
if possible, other books as well. It will be impossible for 
students to do this part of the work adequately without 
access to such a Model Library. 

The authors have tried to make specific acknowledg¬ 
ment of authorities wherever it is due, and in general 
wish to acknowledge their debt to all library literature. 


PREFACE 


9 


They wish gratefully to acknowledge valuable sugges¬ 
tions and criticisms received from Miss Corinne Bacon, 
former head of the Drexel Institute Library School; Mr. 
Frank K. Walter, Vice-Director of the New York State 
Library School; Miss Martha Thorne Wheeler, formerly 
head of the Book Selection Department of the New York 
State Library; Miss Grace L. Betteridge, Head of Trav¬ 
elling Libraries Section, New York State Library; and 
Dr. Edwin W. Fay, Professor of Latin in the University 
of Texas, all of whom have read the manuscript either 
in whole or in part. 

We are especially indebted to Mrs. Norman B. Morrell 
for the pen and ink drawings which we believe add 
greatly to the usefulness and attractiveness of the book. 

Part I has been done jointly; Part II is the work of 
Miss Eaton; Part III is the work of Miss Fay. 

L. E. F. 

February, 1915. A. T: E. 

The first edition of this text-book was printed from 
type and the type distributed. The edition having been 
exhausted and a second printing called for, the authors 
have taken the opportunity to re-arrange some chap¬ 
ters, to make a few revisions in the text, and as far 
as possible to bring the book-lists up to date. With 
the present kaleidoscopic changes in the prices of books, 
it has been impossible to do more than record the most 
recent prices found at the time of revision. By the time 
the book is ofif the press these prices will no doubt be 
out of date. 

Lucy E. Fay 
Anne T Eaton 

April, Ip Ip. 



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PART I 


ON THE USE OF BOOKS 





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1 


ON THE USE OF BOOKS 


Chapter I 

THE SCHOOL LIBRARY 

Its Value.— Changing methods in teaching, a broader 
conception of education, and efficient management of li¬ 
braries by expert and trained librarians, have been prom¬ 
inent factors in establishing the important place now held 
by the school library. 

Pupils are no longer content to follow slavishly the 
text-book and teachers expect of pupils enough initiative 
to find the opinions of other authorities than the one 
studied. History is no longer the acquisition of mere 
narrative, related within the covers of one book. Sources 
must be consulted, authorities weighed, effect must be 
made naturally consequent upon cause. History must 
also be made more interesting as well as accurate, by 
the use of pictures, maps, and the stereopticon. The 
same methods of teaching prevail in all other subjects 
and it is these methods that have necessitated the en¬ 
largement of the school library. Once beyond the text¬ 
book and the recitation room requirement, the teacher 
assumes a broader, if less intensive application on the 
part of the pupil. For this wider application the pupil 
must have access to a good working library. 

Its Purpose.— The purpose of a library in the school 

13 


14 THE USE OF BOOKS AND LIBRARIES 


is first to provide a good collection of reference books 
for the needs of both teachers and pupils and, second, 
enough books for supplementary reading in all subjects. 
The library must be the workshop of the entire school 
and in our broader conception of education it must also 
make provision for training the taste of pupils for the 
best literature; it must give both material help and en¬ 
courage reading that will end in culture. This dual pur¬ 
pose belongs to the library of the elementary school, the 
high school, and the rural school. It varies only in 
degree. In the rural school, the purpose of the library 
may very properly and efifectively be enlarged to include 
the interests of the community. Parents of the children 
and all neighboring farmers whether parents or not 
should be invited and encouraged to use the school li¬ 
brary. 

Purpose Realized by Work in the School.— The 

library fulfills its function when certain conditions exist 
and not otherwise. There must be proper material equip¬ 
ment to make the books easily accessible. There must 
be intelligent selection of books for both reference and 
reading. There must be a competent librarian to or¬ 
ganize and administer the library. Where a school 
cannot afiford to employ a regular librarian, a teacher- 
librarian, trained in a normal school with a well-estab¬ 
lished course in library methods, should be put in charge 
of the library. The pupils should, be given lessons on 
the use of books and libraries. 

By a Campaign of Education.— The subject of li¬ 
braries has never received its full share of the time nor 
a very intelligent part in the programs of teachers’ in¬ 
stitutes. At these institutes, library extension work of 
great importance and of far-reaching value might be 


THE SCHOOL LIBRARY 


15 


done. Both teachers and librarians can give general talks 
on the need of better libraries; how to organize libraries 
in the schools by state aid; how communities can arouse 
public spirit and work for free public libraries. At 
farmers’ institutes talks can be made on rural school li¬ 
braries, county libraries and state travelling libraries. 
In fact every means of securing and administering a 
library should be talked about and explained. In addi¬ 
tion to these general talks, librarians or teachers, trained 
in library methods, should give a brief course on the use 
of books and libraries. Such a course is greatly needed 
in most places, for while the schools all over the country 
are eagerly establishing libraries, in very few places is 
any adequate provision being made for the proper care 
and administration of such libraries after they are once 
secured. 

The Public Library Supplements the School Library. 
— Except in small towns and rural districts the school 
is usually not entirely dependent on its own library. The 
free public library is ready and eager to co-operate with 
the school, but it cannot give the school efficient service 
without intelligent co-operation on the part of teachers 
and pupils. With such co-operation the public library 
can relieve the school of the duty of providing complete 
library facilities. This important relation between the 
library and the school is reserved for another chapter. 

Exercises. 

1. Discuss the value of your school library. Is it a 
storage-place for the books or a workshop for the school? 

2. Give vour opinion of the purpose of a school library. 
Do you differ with the opinion of this text? 


i6 THE USE OF BOOKS AND LIBRARIES 


3. State the conditions necessary for a school library 
to fulfill its function. 

4. Outline a definite plan for teachers and librarians 
whereby they may most effectively present the subject 
of libraries at teachers’ and farmers’ institutes. 


Chapter II 

THE RELATION BETWEEN THE SCHOOLS 
AND THE PUBLIC LIBRARY 

In 1896 the National Education Association formed a • 
new department called the Library Department and thus 
recognized officially the growing feeling that the connec¬ 
tion between the public schools and the public library was 
a vital one. In 1899 a circular was printed and dis¬ 
tributed by the Association containing such statements 
as the following: “ There should be most cordial rela¬ 

tions between the school and the library., The librarian 
should know the school and its work in a general way 
as a very important part of her work, just as the teacher 
should know the library and its methods as a part of her 
work.” “ The community should be led to regard the 
library as a necessary part of a system of public educa¬ 
tion no more to be done without than the common school. 
The library should be made an indispensable adjunct of 
the school.” In this way the Association emphasized the 
need for co-operation between schools and libraries. 

The Place of the School and the Place of the Library 
in a Child’s Education.— In the report of the National 
Education Association Committee on the Relations of 
Public Libraries to Public Schools, 1899, the point is 
brought out that the function of the school is to introduce 
children to the proper use of books, that it is the school 
that teaches them how to read and as far as possible what 
to read, while to the library belongs the task of stimulating 

17 


i8 THE USE OF BOOKS AND LIBRARIES 


them to wider reading, of helping them to form the read¬ 
ing habit. If the public library is to be the means of con¬ 
tinuing a child’s education after school days are ended, 
if it is to be the means of widening and deepening the 
love for good literature which the school has implanted, 
then we see that intelligent co-operation and mutual un¬ 
derstanding are necessary between schools and libraries. 

Help Teachers May Expect from the Public Library. 
— I. Special Privileges in Drawing Books. — Most 
public libraries give special privileges to teachers. They 
are often allowed to draw six or eight books instead of 
the two or three to which other readers are limited and 
to keep them for a longer time. In this way a teacher 
is able to have at hand a small working collection on a 
topic which her class is studying. 

2. Classroom Libraries.— It is usual for good-sized 
public libraries to send out collections of books, to class¬ 
rooms in the city schools. These collections are called 
classroom libraries, sometimes circulating or travelling 
libraries, and consist of from 25 to 50 carefully selected 
volumes, suited to the ages of the children who are to 
use them. They are sometimes changed during the year, 
sometimes the same collection is used throughout the 
year. The best classroom library contains not only books 
bearing upon the subject matter taught in the grade by 
which it is used, but also some of the best children’s 
stories, poetry, fairy tales; books which tell the boy with 
mechanical tastes how to make furniture, or how to un¬ 
derstand electrical contrivances; and best of all, some of 
the books which, written primarily for children, have 
taken their place in the ranks of real literature — Haw¬ 
thorne’s Wonder Book, Kingsley’s Water Babies, Kip¬ 
ling’s Jungle Book. Unless a school library is efficiently 


THE SCHOOLS AND PUBLIC LIBRARY 19 


administered, more will be accomplished by a teacher 
using a classroom library in her own grade, than by send¬ 
ing children to a central library in the school building 
where the books are often poorly arranged, carelessly 
selected and presided over by an older pupil or busy 
teacher who has no time nor thought to give to the work 
of the library. Even when children are near enough the 
public library to visit it and draw books there is still need 
for the classroom collections. The report of the Na¬ 
tional Education Association Committee on Instruction 
in Library Administration in Normal Schools, 1906, says: 
“ The public library cannot take the place of the class¬ 
room library. The five or ten minutes which a • child 
may have for reading at the close of a study period or 
during recess on a stormy day would be wasted on a 
journey to the general school library in another part of 
the building, while a trip to the public library would be 
out of the question.” 

On the other hand the use of the classroom library 
should not entirely supersede the child’s visits to the pub¬ 
lic library, where he gains a larger sense of the value of 
books. 

3. Educational Magazines. — Teachers can supple¬ 
ment the books which they draw from the public library 
by much valuable information to be found in the educa¬ 
tional magazines. Many libraries have a long list of such 
magazines, most libraries take at least one; if not, the 
librarian could be induced to subscribe for one. 

4. Reference Work. — Librarians are glad to collect 
all the material which the library contains on a given 
topic and to make it easily available for the use of classes 
which the teacher may wish to send to the library for 
reference work. 


20 THE USE OF BOOKS AND LIBRARIES 


5. Picture Collections. — Many libraries make col¬ 
lections of pictures which are loaned to the schools. Pic¬ 
tures are clipped from old magazines, discarded books, 
railway and steamship guides and similar material which 
otherwise would be thrown away. These pictures are 
mounted on manilla cards or sheets, classified, and loaned 
to teachers for classroom work. Thus a geography 
teacher may borrow a set of pictures illustrating life 
and customs in Japan; nature study classes may have the 
use of bird and flower pictures; or literature teachers 
may obtain a series of pictures illustrating Longfellow’s 
Evangeline.^ 

6. Book Lists. — Many libraries print lists of books 
for children which are invaluable as aids in book selec¬ 
tion. Sometimes they are general lists including all 
classes of children’s books, stories, poetry, biography, 
handicraft books; sometimes they are limited to one spe¬ 
cial subject, e.g., nature study, school gardens, games, 
stories for older girls, historical stories, etc. Sometimes 
special lists of books-for teachers are published and 
notices of new books on education and of current edu¬ 
cational publications are sent to the schools. A good 
way to promote co-operation is for each school to have a 
library bulletin board where lists of books recently added 
to the public library, notices of exhibits held at the 
library, special reading lists, and similar information of 
interest to teachers and pupils may be regularly posted. 

7. Teachers’ Reference Room.— When space and 

1 The following pamphlets will give valuable information about the 
care of pictures: 

Dana, J. C. The picture collection. (In his Modern American Li¬ 
brary Economy, Part 5, section 3.) 35 cents. 

Salisbury, G. E. Picture collections in small libraries. Wisconsin 
Free Library Commission. Madison, Wis. 5 cents. ' 


THE SCHOOLS AND PUBLIC LIBRARY 21 


funds permit, a special teachers’ reference room is pro¬ 
vided. Here teachers may find a well selected profes¬ 
sional library, educational magazines, a model library of 
children’s books and lists of current educational publica¬ 
tions. 

8. Model Libraries. — Public libraries which cannot 
afford the special teachers’ reference room often have 
model libraries of children’s books. These are usually 
arranged by grades, and teachers desiring to find a good 
book on animal life suitable for 5th grade children, or a 
collection of poetry which would be us'eful in 7th grade 
work may look over the collection and choose the book 
best suited to their purpose. 

9. Special Assistants for Work with Schools.— 
These various forms of co-operative activity with the 
schools require a large portion of some one’s time, and 
in libraries where this work is extensively carried on, 
there is a member of the staff whose special work it is 
to promote co-operation between schools and library. 
Besides superintending the sending out of classroom li¬ 
braries, she visits the schools, talks to the children about 
books and tells them how they may use the public library, 
tells stories perhaps to arouse their interest and gets sug¬ 
gestions from the teachers about the kind of help the 
library can give them in their work. In the children’s 
room at the library she arranges various exhibits of 
pictures, textiles, bird-life, minerals and flowers. This 
assistant keeps in close touch with school matters as well 
as with library affairs. 

10. In.strl'ction in the Use of the Library.— One 
of the duties of the special assistant for work with 
schools, and one which is usually willingly assumed by 
the librarian herself when there is no such special assist- 


22 THE USE OF BOOKS AND LIBRARIES 


ant, is the giving of a simple course of instruction on the 
use of the library. She may teach the children them¬ 
selves, or she may reach them indirectly by instructing 
teachers and normal school students. 

Help the Library May Expect from Teachers.— i. 
Knowledge of the Library'’s Resources. — Teachers 
should take the trouble to familiarize themselves as far 
as possible with the resources of the public library, find¬ 
ing out what it contains that may be of service to thein 
and to their pupils. This familiarity will also prevent 
the irritation arising when pupils arrive in eager quest of 
a book the teacher has recommended. Told that the 
library does not own it, they gaze sceptically at the desk 
attendant and murmur doggedly: “ But Miss Blank 

said the book was here.” 

2. Care in Recommending Books to Children.— If 
teachers thoughtlessly or through ignorance recommend 
books by poor or mediocre authors, the child’s confidence 
in the public library is severely shaken when he is told 
that none of their books are on the library shelves. If 
in doubt regarding the merits of certain writers of books 
for children, teachers should consult approved lists. Li¬ 
brarians are always glad to answer inquiries. 

3. Care of Books.— Much wear and tear on public 
library books would be saved if children were taught 
the care of books in the school room. (See Chapter 3.) 

4. Prompt Notification of the Library When 
Reference Material Is Desired.— If a class is com¬ 
ing to the public library to work up a topic, notice should 
be sent ahead so that the librarian may look up ma¬ 
terial and place it on reserve. Otherwise the first child 
to arrive carries ofif the best references and the pupils 


THE SCHOOLS AND PUBLIC LIBRARY 23 

following must content themselves with second or third 
best. 

5. Definite Instructions to Children. — Teachers 
should give children clear and definite instructions before 
sending them to the library to look up reference topics. 
If the child knows what he wants and what he is to do 
with the information when he gets it, library assistants 
are able to help him intelligently and quickly. If teach¬ 
ers would make an effort to impress upon their pupils 
the fact that they do not intend certain topics to be 
looked up at the public library, as for instance, “ What 
poetry means to me,” much time and energy would be 
saved. It is hard for the librarian to refuse all help and 
by doing it she is apt to drive the child away from 
the library. In such caSes the responsibility of deciding 
whether or not help should be given- belongs to the 
teacher and should not be laid upon the librarian. 

Topics for Discussion. 

1. Definite ways in which the public library in your 
home town can help the school. 

2. Discuss the branch of co-operation between the li¬ 
brary and the school that seems to you most useful and 
tell why. 

3. What is the average teacher’s attitude toward the 
public library? Does this attitude help or hinder co¬ 
operation ? 

4. How far is your public library co-operating with 
the schools? Could it do more with the resources at 
its command? 


24 THE USE OF BOOKS AND LIBRARIES 


Suggested Readings. 

Report of the joint committee representing the American Library 
Association and the National Education Association on In¬ 
struction in Library Administration in Normal Schools. (In 
National Education. Proceedings. 1906, p. 215-281.) 

Report of committee on relations of public libraries to public 
schools. (In National Education Association. Proceedings. 
1899, p. 452-529-) 

Johnston, W. 1 ). The library as a reinforcement of the school. 
(In Public Libraries, v. 16, p. 131-4. April 1911.) 

Jordan, A. M. Co-operation with the schools. (In National 
Education Association. Proceedings. 1910, p. 1016-22.) 

Judd, C. PI. The school and the library. (In Elementary School 
Teacher, v. ii, p. 28-35. Sept. 1910. Also in N. E. A. Pro¬ 
ceedings. 1910, p. 1026-31.) 

Power, E. L. The library in its relation to the elementary 
schools. (In Public Libraries, v. 11, p. 544-48. Dec. 1906.) 

Smith, M. A. Library instruction in schools. (In Wisconsin 
Library Bulletin, v. 7, p. 134-7. July 1911.) 

Smith, M. A. What the library needs from the schools. (In 
Library Journal. April 1912, p. 169-74.) 

Wilson, L. R. A constructive library platform for Southern 
Schools. (In Library Journal. April 1912, p. 179-185.) 


Dutton, S. T. and Snedden, David. Administration of public 
education in the United States. IMacmillan. i9aS, p. 572-77. 

Field, W. T. The school library. (In his Fingerposts to chil¬ 
dren’s reading. McClurg. 1907. Chapter 6.) 

Field, W. T. The public library. (In his Fingerposts to chil¬ 
dren’s reading. McClurg. 1907. Chapter 7.) 

Plopkins, F. M. Socializing functions of the High School 
Library. (In C. H. Johnston and others. The Modern 
High School. 1914, p. 591-607.) 

Moses, M. J. The library and the book. (In his Children’s 
books and reading. Kennerley. 1907, p. 180-89.) 



Chapter III 


THE PHYSICAL BOOK 


We take books so much as a matter of course and our 
use for them is so largely for the particular share the 
author has had in their creation, that we rarely stop to 
consider their physical features. It is important, never¬ 
theless, to know something of the make-up of a’ book 
in order to use it carefully and intelligently. 

How a Book is Put Together.— Take a sheet of 
paper, ordinary typewriter size, and fold it as follows: 
first, end to end, making two leaves and four pages; 
second, end to end, making four leaves and eight pa^es; 



Illustration i 


third, end to end, making eight leaves and sixteen pages. 
Then take a paper knife and cut the two top folds and 
the two lengthwise folds on the right, just as you would 
cut the leaves of a book. The result is a group of leaves 
called a* section. Now, if you will examine your text- 


25 



26 THE USE OF BOOKS AND LIBRARIES 



Illustration 2 


book you will see that it is composed of a number of 
these sections which have been sewed together along 
their folded edges. In the majority of books that are 
now manufactured this sewing is done by a machine 

and the.result is not so dur¬ 
able as when a book is prop¬ 
erly sewed by hand. After 
the sections have been drawn 
together in this way, a piece 
of thin cloth, wider than the 
back by an inch on either 
side, is pasted over the back. 
This cloth protects the 
stitches and also provides 
hinges for attaching the book to its cover. A piece of 
strong paper, just the width of the back, is then pasted 
over the cloth. The cover, which has previously been 
made, is now laid open flat; the back of the book is 
fitted into the back 

of the cover, and _7 

inch strips of cloth, 
which were left 
extending beyond 
either side of the 
back, are now 
pasted down to the 
sides of the cover. 

The outside half 
of each fly-leaf is 
then pasted down on the front and back covers, hiding 
the cloth strips and putting the inside finish to the cover. 
If you will look at almost any text-book, you will be able 
to recognize the strips of cloth beneath the paper. Such 













THE PHYSICAL BOOK 


27 


IS the method used in binding the largest number of our 
books. It is not the best nor the most durable method, 
but on account of its greater cheapness it is widely used. 
(See chapter 30 for the best binding for libraries.) You 


can see that these strips 
of thin cloth cannot stand 
the strain of very rough 
handling and hence books 
are constantly being torn 
from their covers. It is 
due to machine sewing 
and defective kinds of 
hand sewing that the 
leaves and sections are so 
often loosened. 



Size of Books.— Books are designated as “ folio ” 
(fob) ; quarto ’’ (4to) ; “ octavo ” (8vo) ; “ duodecimo ” 
(i2mo) ; “ i6mo “ 32mo.” These names refer to the 

number of times a 
sheet of paper has 
been folded to form a 
single section of a 
book, as follows: 
“ folio,” the sheet 
folded once, usually 
at the short axis, 
making two leaves 
and four pages; 
“ quarto,” the sheet folded twice, making four leaves and 
eight pages; “ octavo,” the sheet folded three times, mak¬ 
ing eight leaves and sixteen pages; i6mo, the sheet folded 
four times, making sixteen leaves and thirty-two pages, 
etc. Formerly these names indicated the size of a book 









28 THE USE OE BOOKS AND LIBRARIES 


more accurately than they do now, because then, sheets 
of book paper were uniformly 20x24 inches and hence 
each fold was an accurate division of that measurement, 
the octavo page being 6x10 inches. These names are 
not accurate now because book paper is made in sheets 
of various size. The following table gives the symbols 
and sizes of books according to the scale now used: 

F, a book from 30-35 centimeters outside height. 

Q, a book from 25-30 centimeters outside height. 

O, a book from 20-25 centimeters outside height. 

D, a book from 17.5-20 centimeters outside height. 

S, a book from 15-17.5 centimeters outside height. 

T, a book from 12.5-15 centimeters outside height. 

Care of Books.— With reasonable care, machine sewed 
and bound books will stand a good deal of wear and if 
you will learn and practice intelligent care in handling 
books, they will last longer. This kind of economy not 
only aids the individual teacher but it helps the entire 
school. If money does not have to be spent replacing 
books worn out before a reasonable time, the school li¬ 
brary can be enlarged by purchasing more books. Be¬ 
sides Economy, another important reason for handling 
books with care is Cleanliness. No one likes to use a 
book that has been marked, thumbed with soiled hands, 
or that is “ dog-eared.” The third and most important 
reason for using books with care is that by the teacher’s 
example, the child is trained in economy, cleanliness, and 
particularly in unselfishness, if he is made to realize that 
he must have regard for his fellow pupils who must also 
use the books. 

How then shall we handle books carefully? 


THE PHYSICAL BOOK 


29 


1. Open a new book properly by holding it on a table 
back downward. Then press the front cover down until 
it touches the table, next the back cover, holding all the 
leaves first with one hand, then with the other. Then 
press down first a few leaves at the back, then a few 
leaves at the front until the book lies open at the middle. 
This process should be done a number of times until 
the stiflfness is removed from the back of the book. 

2. Do not lay an open book face downwards. 

3. Never mark a library book. Do not turn down the 
corner of a leaf for a book-mark. That is “ dog-earing.” 
Do not moisten the finger to turn over a leaf, it soils 
the leaf and may spread contagion. Do not drop a,book, 
it breaks the back. 

These “ don’ts ” seem too obvious to mention, yet a 
great number of people disregard them entirely. Chil¬ 
dren observe their teachers’ habits to a great extent 
and will learn something from observation but they need 
to be given definite instruction in the matter. The two 
following verses, printed on book-marks and given out 
to pupils to learn, very often influence them more than 
a dry, matter of fact talk on the subject: 

The Library Coops 

(With apologies to Gelett Burgess.) 

The Goops they wet their fingers 
To turn the leaves of books. 

And then they crease the corners down 
And think that no one looks. 

They print the marks of dirty hands, 

Of lollipops and gum. 


30 THE USE OF BOOKS AND LIBRARIES 


On picture-book and fairy-book, 

As often as they come. 

Caroline M. Hezvins. 

“ You ARE Old, Little Book ” 

“ You are old, little book,” the small boy said, 

‘‘ Yet your pages are still clean and white, 

Your covers are stiff and your corners are straight. 
Do you think at your age it is right ? ” 

“ In my youth,” said the book, “ I came into the hands 
Of children who ‘handled with care’; 

They opened me gently, their fingers were clean. 

My margins they kept clean and fair. 

“ They never used pencils as book-marks, nor tried 
To pull me apart in their strife. 

With such kindly treatment my strength and my looks 
Will last me the rest of my life.” 

Anne T. Eaton. 

Parts of a Book.—Knowledge of the structure of a 
book will help us to take care of it, but we need to know 
its parts if we wish to use it easily and intelligently. 
Books have not always had as many parts as they now 
have and it would be an interesting study to trace the 
development of the book, but for our present purpose 
such a study would lead us far afield. At the present 
time books vary in the number and arrangement of their 
parts. This book, for instance, is composed of a title- 
page, copyright date, preface, table of contents, text, and 
the index. Other books may have besides these, one ap¬ 
pendix or more. 


THE PHYSICAL BOOK 


31 

Title-Page.— The purpose of the title-page is more 
than the word implies. It not only contains the title of 
the book, but it usually records the name of the author, 
the edition, if it is other than the first, the place of 
publication, the name of the publisher and the date of 
publication. The title as a rule indicates the subject of 
the book, but this is not always true, if you will recall 
various titles of Ruskin; e.g.. Stones of Venice, Sesame 
and Lilies. Just below the author’s name there usually 
follows either the bare statement of his profession or 
a record of a previous book he has written, thereby 
establishing some evidence of his ability and authority 
to write. 

The important fact that a book is a second or third 
edition, a “ revised ” or “ enlarged ” edition, is usually 
stated on the title-page. It means that the text has either 
been changed or enlarged since the previous edition was 
printed. 

At the bottom of the title-page, the place of publica¬ 
tion and the name of the publisher are generally stated. 
These are important facts because the place and the name 
of an old and established firm of sound reputation indi¬ 
cate a reliable product. 

The date on the title-page indicates simply when that 
particular copy of the book was printed and is not so 
important as the date of copyright ^ which tells when 
the book was first published and therefore how old it 
really is. The copyright date is usually printed on the 

1 Copyright is the exclusive right secured by law to authors and 
artists to publish and dispose of their several works for a limited time. 
In the United States the time is 28 years with the right of renewal. 
Copyright is obtained upon the payment of a fee of one dollar at the 
Copyright Office, with an application for registration, and upon deposit¬ 
ing two copies of the work in the Library of Congress. 


32 THE USE OF BOOKS AND LIBRARIES 


reverse of the title-page. In scientific works, particu¬ 
larly, it is important to notice the date of copyright, 
otherwise you cannot tell whether the text of the book is 
based on recent investigation or not. 

Preface.— Unless the book has a dedication, the pref¬ 
ace comes next, stating the author’s reasons for writing 
the book, what he has attempted, and to what people he 
is under obligations for assistance. 

Table of Cont-ents. — Next comes the table of con¬ 
tents, which very often is merely a list of the chapter 
headings arranged in the order of their occurrence, with 
a statement of the pages covered by each. Sometimes 
this table is fuller and gives an outline in detail of the 
text. 

List of Illustrations.— If a book is illustrated with 
pictures or maps, a list of these illustrations, most fre¬ 
quently in the order of their occurrence in the text and 
with paging indicated, is usually printed on the first odd 
numbered page following the table of contents. Such 
a list is valuable in books with fine and numerous illus¬ 
trations, as a means of verifying the completeness of the 
illustrations in a particular copy. For a book may lack 
an important illustration either through some mistake 
when it was originally bound, or through subsequent 
loss or theft. 

Introduction.— It is often necessary for an author 
to contribute information leading up to his subject — a 
sort of preliminary discourse, something more elaborate 
than a preface, that bears directly upon the development 
of the subject. This introductory matter is either ar¬ 
ranged separately from the text and called an Intro¬ 
duction, or it may be put in as Introductory: Chapter 


THE PHYSICAL BOOK 


33 


I. In either case it is regarded as a part of the text 
proper. 

Text.— The text is the main part or body of the book, 
as distinguished from the preface, the title-page and 
other parts. It is divided into chapters. These usually 
have headings used as running titles and printed at 
the top of the right hand page, while the book title is 
printed at the top of the left hand page. Insert headings 
in a different type are sometimes placed within the 
paragraphs to give a running synopsis. Important 
matter that cannot be incorporated in the text is often 
printed in finer type as a foot-note at the bottom of 
the page or as a note in a section at the end of the book. 
These notes are referred to either by numerals, or 
letters, or by the device of a star, a dagger, or a double 
dagger. 

Appendix. — The appendix contains matter supple¬ 
mentary to and illustrative of the text. Examples may 
be found in Bryce’s American Commonwealth and 
Fiske’s History of the United States. 

Index.— An index is “a detailed alphabetic list or 
table of the topics, names of persons, places, etc., treated 
or mentioned in a book or series of books, pointing out 
their exact positions in the volume” (Century Diction¬ 
ary). In some books, the index is arranged in more 
than one alphabetic list ; e.g., in Donaldson’s Growth of 
the Brain — where the subjects are in one list and the 
names of people mentioned in the text, in another. In 
a book of poems there are usually two indexes, one of 
titles and another of the first lines of the poems; e.g., 
Tennyson’s Poetical Works (Cambridge edition). In a 
volume of collected poems from various authors, there 


34 the use of books AND LIBRARIES 


is usually a third index of the names of the authors; 
e.g., Page’s Chief American Poets. In Bartlett’s Famil¬ 
iar Quotations there are two indexes: one of authors 
cited, and a second index of*words, not subjects, with 
enough of a phrase to identify the quotation in the text; 

e.g., 

Pit, monster of the, 329 

they’ll fill a, as well as better, 87 

whoso diggeth a, 829 

Books in Sets.— Besides these types of indexes for 
single volumes, books in sets have various arrangements 
as follows: 

1. A book in more than one volume with the index 
in the last volume: Example — Bryce — American Com'- 
monwealth. 

2. A book in more than one volume with an index in 
each volume: Example — Stubbs — Constitutional His¬ 
tory of England. 

3. A book in more than one volume with an index in 
each volume and a general index in the last volume. 
Sometimes the general index is in a separate volume: 
Rhodes — History of the United States, 6 vols. and 
Cambridge Modern History, 14 vols. 

There are still other arrangements, variants of the 
above, but they are unusual and will not be found very 
often in books that are used in the average library. 

Each entry in an index is followed by a number which 
refers to either the page or the paragraph in the text 
where the information is to be found. The usual method 
is to refer to the page rather than the paragraph. When 
an index has any feature different from the usual 
method, directions for its use are generally printed in 


THE PHYSICAL BOOK 


35 


smaller type at the beginning of the index. The follow- 
ing are typical entries with abbreviations that are com¬ 
monly used. Consult a dictionary for the meaning of 
the abbreviations; 

From the index to Thatcher and Schwill — Europe in 
the middle ages. 

History, divisions in, i / 

Irish missionaries, 69, 104 ff 
Italian arts, 630-35 

From the index to Hall — Adolescence. 2 vols. 

Agriculture, i. 172 et seq. 

From the index to Bryce — American Commonwealth, 
2 vols. 

American Constitution. See Constitution 
Federal courts. See Judiciary (Federal) 

Legal profession. See Bar 
Lynch law, i. 338; ii. 617 

Tammany organization, ii. 103, 106, 189, 195, 381 sqq 
Thirteen original British colonies, i. 19, 249; each a 
self-governing commonwealth ib 

Atlas Indexes. — An index to an atlas enters the 
names of all places mentioned in the atlas with a refer¬ 
ence after each name to the map and the position on th6 
map where each place can be found. Some atlases are 
fuller and give after each entry such statistical informa¬ 
tion as population, area, railway station, express office, 
telegraph, etc. The following are typical entries from 
atlases that should be in every college library: 

Century atlas: . 

Corinth, Gulf of, Greece 99 F 4 ./ 

Greece (see Gortho) 99 G 5 ; 

Mississippi, 2111 43 G i 


36 THE USE OF BOOKS AND LIBRARIES 


Rand, McNally & Co.— Library atlas of the world. 3 
vols.: 

(In Volume i—The United States — there is an 
index for each map) 

Example from the map of New York (State) 
Plattsburg, Clinton, C-27 (Rys 40, fl) # f < i 
... 11138 

Pleasant Beach, Onondaga (Ry 38 mail Syracuse) 
(In volume 2 — Foreign Countries — there is a gen¬ 
eral index) 

Aragon, Chile, C-16 . .. 40 
Aragon (Region), Spain, C-30 ... 54 

Ancient kingdom, now a captaincy general of 
Spain; founded 1035 
Aragon (R), Spain, D-28 ... 54 

Shepherd, W. R.— Historical atlas: 

Corinth, in Greece 15 Cb 
Corinth, in Miss. 208 C c 
Corinth, Gulf of 14 C a 

Concordance. — A concordance differs from an ordi¬ 
nary index in purpose and therefore in what it contains. 
The purpose of a concordance being primarily to .enable 
a student to study the text of a book very thoroughly, 
ivords rather than subjects are indexed. There are con¬ 
cordances of the Bible, of the works of .Shakespeare, 
Dante, Browning and other great authors. In these con¬ 
cordances all words in the texts are listed in alphabetical 
order, with citations of the passages in which the words 
occur. 

Exercises and Problems. 

I. Get from your librarian a book that is ready to be 
discarded. What is left of it take carefully apart and 
see for yourself how it was put together. Write out 
^n explanation of the process you have discovered. 


THE PHYSICAL BOOK 


37 


2. Suggest other ways than those mentioned in the 
text of training children to handle books carefully. 
Test your suggestions on pupils in the model school. 

3. What is the date of publication of the copy of 
Bryce’s American Commonwealth in your college library? 
When was the book first copyrighted? How many 
editions have there been? State in what part of the 
book itself this information is given. 

4. Read the preface to Cayley’s Classic Myths in Eng¬ 
lish Literature. To what other book is the author par¬ 
ticularly indebted? For what purpose was the book 
written? Consult the preface of Monroe’s Source Book 
of the History of Education, Greek and Roman Period. 
What is the author’s purpose in writing the book? Does 
he indicate his plan? 

5. Compare in arrangement and fulness the tables of 
contents in Dutton and Snedden’s Administration of 
Public Education and F. W. and J. D. Burks’ Health 
and the School. What do Dutton and Snedden say about 
“ the library and the school ” ? How did you find the 
information? If you wish to know what the authors of 
Health and the School say about “ training children in 
the knowledge and practice of health,” will you find the 
information under health or under child in the index? 
Does the table of contents direct you to the information? 
Is Lowell’s essay “ On a Certain Condescension in For¬ 
eigners ” to be found in his book entitled My Study 
Windows, or in his Fireside Travels? 

6. Look in Watts’ Vegetable Gardening for an illus¬ 
tration of “ various types of hand weeders,” and for an 
illustration of “ paper pots and the equipment for mak¬ 
ing them.” Consult Earle’s Two Centuries of Costume 
in America (2 vols.) for illustrations of the following: 


38 THE USE OF BOOKS AND LIBRARIES 


a Puritan dame; slashed sleeves; coat and waistcoat; 
business suit; stomacher; bonnets; Quaker hats; uniform 
of a Continental officer. Look in Bulfinch’s Age of 

Fable for an illustration of the Laocoon. Compare the 
list of illustrations in Bulnnch with the list of illustra¬ 
tions in Cayley’s Classic Myths. Which has the better 
arrangement ? 

7. Consult the index of Cayley’s Classic Myths: (i) 

For the entry Hercules and find to what English poem 
there is a reference. (2) For a poem of E, C. Sted- 
man’s and on what pages quoted. (3) For the attributes 
of Apollo. (4) For the meaning of Nirvana. (5) Is 

the god of war entered under Ares or Mars? Why? 

(6) What great series of operas are based on the 

Nibelungenlied? 

8. Consult the index of Fiske’s Old Virginia and Her 
Neighbors (2 vols.). On what pages do you find the 
longest account of “ horse-racing ” ? The “ London 
Company”? In the index of Holmes’ Autocrat of the 
Breakfast Table find the following entries: minds; 
woman; women; voices; authors ; conversation. How 
do such entries differ from the entries in Fiske’s Old 
Virginia and Her Neighbors and in Bryce’s American 
Commonwealth ? 

9. In the Oxford Book of English Verse find the two 
poems beginning: “ Be it right or wrong these men 
affiong,” and “ Out of the night that covers me.” Cive 
authors and titles of the poems. Can you find the same 
poems in Palgrave’s Colden Treasury? Can you find 
in both these collections the poem beginning: “That 
tifne of year thou mayst in me behold”? Live author. 
Find in Bartlett’s Familiar Quotations the following: 
(i) A quotation about Autumn; (2) “the course of true 


THE PHYSICAL BOOK 


39 


love never did run smooth.” State author and particular 
work from which it is taken. (3) Select a famous 
quotation from Longfellow. (4) Name three other 
American poets, selections from whose works you find. 

10. Using the Century Atlas, find Louisville, Ky., in 
the index. Find it on the map and interpret all the 
statistical information given#about it. Consult the index 
of Shepherd’s Historical Atlas and locate on the map 
the following: Hagerstown; Ilissus River; Scala Santa; 
Toulouse in France. 

Consult Bartlett’s Concordance to Shakespeare and see 
whether he records Shakespeare’s use of “ had better ” 
or “ would better.” In what play of Shakespeare’s does 
the word “ niobled ” occur ? 


Chapter IV 

GENERAL REFERENCE BOOKS 

The Reference Collection. — One of the purposes of 
a library is to provide a place where people may go to 
find information, to “ look up things.” This purpose is 
served by the “ reference collection,” which may range 
in size from a copy of Webster’s Unabridged, standing 
on a window sill in a schoolroom, to the well-filled 
shelves around the walls of a large reading room in a 
library. In either case we should learn where and how 
to look for material. 

General Reference Books. — This chapter deals with 
the backbone of the reference collection, the books which 
are bought first and used most, the general reference 
books. By general reference books is meant, of course, 
those books which treat of all kinds of subjects, as dic¬ 
tionaries and encyclopedias. A few of the most impor¬ 
tant will be discussed.^ 

Dictionaries. — Webster’s New International Dic¬ 
tionary of the English Language, based on the Interna¬ 
tional Dictionary of 1890 and 1900, now completely re¬ 
vised in all departments, including also a dictionary of 
geography and biography, being the latest authentic 
quarto edition of the Merriam series. W. T. Harris, 

1 A very full list of reference books, both general and special, may be 
found in A. B. Kroeger, Guide to the study and use of reference books. 
Ed. 3. Chicago. 1917- American Library .Association Publishing Board. 
$2.50. A suggestive list of 100 reference books for a small library is 
given. 


40 


GENERAL REFERENCE BOOKS 


41 


editor-in-chief. Springfield, Mass. Merriam. 1909. 
$12. 

“ Contents: (i) Dictionary, including in the same list 
both the usual dictionary words and also foreign phrases, 
abbreviations, proverbs, noted names of fiction and all 
proper names except those in the biographical and geo¬ 
graphical lists; (2) Appendix: (a) Pronouncing gazet¬ 
teer, (b) Pronouncing biographical dictionary, (c) Arbi¬ 
trary signs used in writing and printing, (d) Classified 
selection of pictorial illustrations . . . The oldest and 
most famous American dictionary, a good all round dic¬ 
tionary with no marked specialization or bias, well edited, 
reliable, and noted particularly for the clearness of its 
definitions ... A special feature in the arrangement is 
the divided page, containing in the upper part the main 
words of the language and in the lower part, in finer 
print, minor words, foreign phrases, abbreviations, 
etc. . .. Kroeger and Mudge. 

The first dictionary to be bought for the school li¬ 
brary. 

New Standard Dictionary of the English Language; 
designed to give . .. the orthography, pronunciation, 
meaning and etymology of all the words and the mean¬ 
ing of idiomatic phrases in the speech and literature of 
the English speaking peoples, together with proper names 
of all kinds, the whole arranged in one alphabetical order. 
Isaac K. Funk, editor-in-chief. N. Y, Funk and Wag- 
nails. 1913. $14.50. 

“ A serviceable one volume work, the most recently 
revised of American dictionaries and therefore often the 
most useful for new words. Its special feature is em¬ 
phasis upon current information, i.e., present day mean¬ 
ing, pronunciation, spelling and the subordination of the 
historical to the current information. . . Kroeger and 
Mudge. 


42 THE USE OF BOOKS AND LIBRARIES 


The Standard uses two keys to pronunciation and as 
the new and less familiar one is given first place, the 
result is somewhat confusing. Both dictionaries are il¬ 
lustrated by cuts inserted in the text and by plates. 

The Century Dictionary and Cyclopedia, with a new 
atlas of the world; a work of general reference in all 
departments of knowledge. William Dwight Whitney 
and Benjamin E. Smith, editors-in-chief. Rev. ed. 12 
V. N. Y. Century Co. 1911. $75. (Now sold by 

Encyclopedia Britannica Co.) 

“The plan includes three things: the construction of 
a general dictionary of the English language which shall 
be available for every literary and practical use; a more 
complete collection of the technical terms of various 
sciences, arts, trades, and professions than has yet been 
attempted; — and the additions to the definitions proper 
of such related encyclopedic matter with pictorial illus¬ 
trations, as shall constitute a convenient book of general 
reference.” (Preface to ist edition.) 

Volumes i-io contain the dictionary proper, volume ii, 
the cyclopedia of names, including geography, biography, 
mythology, history, ethnology, art and fiction; volume 12, 
the Century atlas. 

The most comprehensive American dictionary. It is 
fully illustrated and is encyclopedic in character, giving 
fuller definitions than is usual in dictionaries. 

Desk Dictionaries. — Good desk dictionaries are: 

Webster’s Collegiate Dictionary. Merriam. $3. 

Student’s Standard Dictionary. Funk. $2.50. 

Concise Oxford Dictionary of Current English adapted 
from the Oxford Dictionary. Clarendon Press. $1.50. 

Encyclopedias. — The New International Encyclo¬ 
pedia; 2d ed. by F. M. Colby & Talcott Williams. 23 
V. N. Y. Dodd, Mead & Co. 1914-16. $6 per vol. 


GENERAL REFERENCE BOOKS 


43 


Perhaps on the whole the best encyclopedia for ready 
reference. It furnishes reliable information, full enough 
for all ordinary purposes, without being too technical 
for popular use. There are excellent lists of additional 
references at the end of each important article. It is 
fully illustrated. It may be supplemented by the New 
International Yearbook, a compendium of the world’s 
progress. Published annually since 1907. N. Y. Dodd, 
Mead & Co. $5 a volume. A supplementary volume, 
unnumbered, contains courses of reading and study. 

Americana; universal reference library . .. ed. by F. 
C. Beach and G. E. Rines. 22 v. N. Y. Scientific 
American compiling department. 1912. $132. 

Similar to the New International. Especially full on 
scientific subjects and on North American-topics. Fully 
illustrated. Contains signed articles and lists of refer¬ 
ences at the ends of some of the articles. 

Encyclopedia Britannica. Ed. ii. 29 v. Cambridge 
(Eng.) and N. Y. Cam. University Press. 1910. (A 
L. A. specification binding. $5 a volume.) 

The best and most scholarly encyclopedia. Indispensa¬ 
ble to the large library, the university, college and large 
normal school library, but too complete and scholarly 
for popular use. The arrangement is by general rather 
than specific subject, the index volume referring to the 
place in the general alphabet where a specific subject may 
be found. Although the nth edition arranges material 
by smaller subjects than the earlier editions, it is still 
necessary to refer constantly to the index volume in order 
to be sure of finding all material on a subject and in order 
to use the encyclopedia intelligently. The signed articles 
are by well-known specialists and valuable bibliographies 
are appended. 

“A handy volume edition” was published in 1915-17 
and is sold by Sears, Roebuck & Co., Chicago, at $48.00. 


44 the use of books AND LIBRARIES 


It is an exact photographic reproduction, reduced one 
third in size, of the standard edition. To the small li¬ 
brary with a book fund which does not admit the pur¬ 
chase of the original edition this reproduction offers a 
fairly satisfactory substitute.” Krocgcr and Miidge. 

The following less expensive encyclopedias are sug¬ 
gested for school libraries which cannot afford one of 
the larger ones: 

Everyman Encyclopedia; ed. by Andrew Boyle. 
(Everyman’s library.) N. Y. Dutton. 12 v. Rein¬ 
forced cloth, $10; pigskin, $15. 

American subjects treated less fully than English and 
with occasional inaccuracies. 

The World Book; ed. by M. V. O’Shea, E. D. Foster, 
and G. H. Locke. Chicago. Hanson-Roach-Fowler Co. 
8 y. 1918. $32. 

Appleton’s New Practical Encyclopedia; a new work 
of reference based upon the best authorities, and syste¬ 
matically arranged for use in home and school, ed. by 
Marcus Benjamin and others. New and rev. ed. N. Y. 
Appleton. 1915. 6 v. $24. 

One Volume Reference Books.— Champlin, J. D., ed. 
Young Folks’ Cyclopedia of Common Things. Ed. 3. 
N. Y. Holt. 1906. $3. 

Champlin’s series of young folks’ cyclopedias are ex¬ 
cellent for work with children. They contain brief, sim¬ 
ply written articles and are illustrated.^ 

1 Chami)lin, J. D. Young folks’ cyclopedia of literature and art. 

Champlin, J. D. Young folks’ cyclopedia of persons and places. Ed. 6. 

Champlin, J. D. and Bostwick, A. E. Young folks’ cyclopedia of games 
and sport. Rev. ed. 

Champlin, J. D. and Lucas, F. A. Young folks’ cyclopedia of natural 
history. 

Published by Holt at $3 each. 


GENERAL REFERENCE BOOKS 


45 


Harper’s Book of Facts, a classified history of the 
world, embracing science, literature, and art. New ed. 
Ed. by C. T. Lewis. N. Y. Harper. 1906. $8. 

A useful reference book when brief, concise accounts 
of events, persons, and places are desired. Chronological 
outlines of the history of cities and countries are given 
under their names. 

American Year Book; a record of events and progress. 
N. Y. Appleton. $3.50 a year. 

“ An excellent yearbook, made up of long signed ar¬ 
ticles by specialists . . . Each article covers its subjects in 
all countries, but aims especially to record progress in 
the United States.” Kroeger. 

Statesman’s Year Book. London. Macmillan. $3. 

A valuable annual containing “ statistical and descrip¬ 
tive information regarding all the countries of the world 
and revised every year. It has a high reputation for ac¬ 
curacy and is the most important of the yearbooks. Ar¬ 
rangement: British empire; Foreign countries; alpha¬ 
betically. Refers at end of each country to statistical 
and other books of reference concerning it. Index.” 
Kroeger. 

Statistical Abstract of the United States, issued by the 
U. S. Bureau of Statistics. Washington. Government 
Printing Office. 50 cents. 

A mine of useful information. ” Includes statistics on 
area, natural resources, population, education, agriculture, 
forestry, fisheries, manufacturing, mines, occupations, 
labor, wages, internal communication and transportation, 
merchant marine, shipping, foreign commerce, prices, 
money, banking, insurance, public finance, national 
wealth, army, navy, civil service, pensions, statistical 
record of the progress of the U. S., commercial, financial 


46 THE USE OF BOOKS AND LIBRARIES 

and monetary statistics of the world. Statistics given in 
tables covering period of several years, usually about 15 
or 20; some tables run back to 1800 or 1789.” Kroeger 
and Mudge. 

Newspaper Almanacs.— A useful reference book 
within the reach of even the smallest library is a good 
newspaper almanac. These almanacs usually cost twen¬ 
ty-five cents and contain a vast amount of information 
on all sorts of subjects. Recent statistics, political, edu¬ 
cational, agricultural; astronomical information ; weights 
and measures; college and university presidents; ath¬ 
letics ; election returns; foreign governments; are some 
of the topics included. The most useful is the World 
Almanac. N. Y. World. 25 cents in paper (35 cents by 
mail), cloth 50 cents. 

The above are a very few of the standard reference 
books, yet even in selecting these there is room for dis¬ 
crimination. Because the Britannica may be the standard 
encyclopedia, it does not follow that the school library 
should purchase this expensive work, when the New In¬ 
ternational or the Americana will serve school purposes 
better. While the New International and the Americana 
supplement each other to a certain extent, it is hardly 
wise for the school library, unless its resources are large, 
to buy both. And the library having either the New 
International or the Americana, naturally need not add 
one of the smaller and less valuable cyclopedias. 

Points to be Considered in Judging a General Ref¬ 
erence Book.— There are certain points to be considered 
in judging general reference books, most of which you 
will find illustrated in those cited in this chapter. First, 
the editor or editors, are they authorities? Second, the 
date, is the book recent, or inusf it be supplemented by 


GENERAL REFERENCE BOOKS 


47 


other material to bring it up to date? If it is an'ency¬ 
clopedia, are the articles signed, and are there bibliogra¬ 
phies, that is, references to additional material at the 
end of the articles? Is the system of cross-references 
satisfactory? That is, are you referred from one part 
of the work to others which contain related material, or 
if you turn to one heading or spelling not used are you 
referred to one which is? Examples: Cleopatra's 
needle. Obelisks (Harper’s Book of Facts). In this 
case the word “ see ” is omitted. Bee-balm, see Osivego 
tea (Americana). Mulock, Dinah Maria, an English 
author, see Craik, Dinah Mjiria (New Int.). Machine, 
machinery {engineering). See Mechanical pozvers-ma- 
chincs; Metal zvorking machinery; Wood zvorking. ma¬ 
chinery; etc. (New Int.). Knyp, Albert. See Cuyp, 
Albert (Americana). Cynics, at the end of the article 
on cynics we find, See Cyrenaics (Americana). 

How to Use Reference Books.— Before attempting 
to use a reference book, students should devote a few 
moments to reading the title-page, glancing over the 
preface or introduction, and looking for special features, 
such as indexes, cross references, bibliographies, etc. If 
abbreviations are used, look for a list giving th& full 
names of the works indexed. A few minutes given- to 
a calm examination of the book before using it, whether 
in working out a problem in this course or in looking 
up some question for your own purpose, will save'time 
in the end and keep you from a fruitless search for a 
magazine called “ Ind ” or from wondering why you 
cannot find references to magazine articles in a volume 
whose title-page clearly states that it indexes only books. 


48 THE USE OF BOOKS AND LIBRARIES 


Exercises. 

The questions in the first group are to be answered 
with the aid of dictionaries only, those in the second 
group with the aid of encyclopedias and the other gen¬ 
eral reference books mentioned in this chapter. In an¬ 
swering questions in group i, any one of the three dic¬ 
tionaries mentioned may be used. The best results, how¬ 
ever, will be obtained if the students have access to two 
or all three, and are thus able to compare information 
given, as to amount, form and place (i.e., in main alpha¬ 
bet, appendix, etc.). While most of the answers to the 
questions in group 2 can be found by using two or three 
only of the reference books cited, if the students have 
access to them all they will get valuable practice in choos¬ 
ing the best place to look for the special kind of in¬ 
formation for which the questions call. 

Group i: Dictionaries. 

1. Find an explanation of the phrase “ laissez faire’’ 
as used in political economy. 

2. Who was Sir William Harcourt? When did he 
die ? 

3. Find a full definition of alembic. 

4. What are the colors of the spectrum? Can you 
find them illustrated? 

5. Give the etymology of the word balance. What 
can you find about the word gumption? Can you find an 
explanation of the origin of the phrase “ set the river on 
fire”? How many meanings can you find for the word 
clever? Are they all in equal use? Look up the word 
pound (noun). How many meanings do you find? 

6. What is the meaning of each of the following ab¬ 
breviations? Give the word or words for which they 
stand: ibid.; e.g.; I.N.R.I.; M.A.; viz.; R.S.V.P.; dwt. 

7. What is the meaning of the expression sotto voce? 


GENERAL REFERENCE BOOKS 


49 


From what language does it come? Of deus ex ma- 
chinaf Of Utopian^ Of soi-disant? 

8. What is Xingu? What is the Mahabharata? How 
high is Mount Mitchell (N. C.) ? 

9. Who was Haroun-al-Raschid? Baron Munchau¬ 
sen? Moll Flanders? Fiona McLeod? Who was 
called the “ Scourge of God ” ? 

10. What is the meaning of soccer? Of Hepple- 
white ? 


Group 2: Other Reference Books. 

1. When did Constable, the English landscape painter, 
live? Name some of his paintings. 

2. Who is the governor of North Dakota, and what 
is his salary? Who is president of the Argentine Re¬ 
public? Find a summary of the Constitution of Cali¬ 
fornia. 

3. Who wrote “ Home, Sweet Home,” and when did 
it first appear? 

4. What was the Wall of Severus? 

5. What was the average price per ton of anthracite 
coal in the United States two years ago? 

6. Find a simple, well illustrated article which would 
help a child to write a composition on leaves, stems and 
buds. 

7. In how many places in the encyclopedia (use more 
than one encyclopedia) is it necessary to look to get all 
the material about the Iroquois? Are there references 
from one heading to another? 

8. What can you find about Anglo-Saxon marriage 
laws ? 

9. Find a list of the principal orders of knighthood; a 


50 THE USE OF BOOKS AND LIBRARIES 

list of the justices of the Supreme Court of the United 
States since 1789. 

10. What was the population of the County of Bed¬ 
fordshire (England) at the last census? What is the 
national debt of France? Of Germany? 

11. What is meant by the personal equation? 

12. What reference book would you recommend to a 
7th grade child who wished to find material on Sir 
Walter Scott? 

13. Where can you find an outline history of the State 
of Tennessee? Of the city of Florence, Italy? 

14. What is the form of government in Montenegro? 
How large is Denmark’s navy? 

15. Mention three facts in connection with the Ameri¬ 
can buflfalo. Do you find any references for further 
reading? 

16. How many normal schools, including both public 
and private, are there in the United States? How many 
building and loan associations were there in the State of 
New York in 1910? 

17. What was the exact date of the battle of King’s 
Mountain ? 

18. Find an article on transmission of power (electric) 
at long distances. Is it illustrated? 

19. What is the name of the British ambassador to 
the United States? 

20. How much cotton was exported by the United 
States in 1911 ? What was the amount of internal reve¬ 
nue collected in the United States in 1900? 

21. Who is the president of the Hartford Theological 
Seminary? 

22. Where can you find a list of the members of the 
French Academy, known as the Immortals? 


GENERAL REFERENCE BOOKS 


51 


■ 23. How much money did your State spend last year 
on public roads? 

24. What are the names of the United States Senators 
and Representatives from your State? What is the rate 
of postage to France? 

25. Where can you find something about aviation dur¬ 
ing the past year? Who holds the lawn tennis cham¬ 
pionship for the United States? 


Chapter V 

SPECIAL REFERENCE BOOKS 

In the preceding chapter we have considered examples 
of reference books which deal with all kinds of subjects; 
in this chapter we shall discuss special reference books, 
that is, books written to give fuller information along a 
certain line than is furnished by the general reference 
books.^ 

Biography.— 

Thomas, Joseph. Universal pronouncing dictionary 
of biography and mythology. Ed. 4 rev. 2 v. Phil. 
Lippincott. 1915. $15. 

“ The most frequently useful of the general biographi¬ 
cal dictionaries in English. Comprehensive, includes 
men and women of all nations and periods, including 
many ‘still living; names from the Greek, Roman, Teu¬ 
tonic, Sanskrit and other mythologies are also included. 
Articles in general are brief, though there are some long 
articles, pronunciation is marked and there is some bib¬ 
liography, though this feature is not important.” 
Kroeger and Mudge. 

Century Cyclopedia of Names. (Vol. ii of the Cen¬ 
tury Dictionary. New ed, N. Y. Century Co. 1911.) 

1 The books in this chapter have been selected for study, as valuable 
and representative, and as furnishing good practice in the use of refer¬ 
ence books. The list as a whole is not meant as a guide in the selection 
of a school library. For a list of reference books for a high-school 
library, see chapter 14 and the recommended lists on page 379. Large 
normal school libraries will contain all or most of the books mentioned 
in this chapter. 


52 


SPECIAL REFERENCE BOOKS 


53 


“ A useful and reliable reference book for names. 
Gives brief articles and indicates pronunciation. This 
edition contains two alphabets, the first of which is a 
reprint of the original list of names in the first edition, 
with some revisions and changes, especially in statistics, 
population figures, etc., while the second is a reprint 
from the supplementary list of 3,000 new names and new 
matter about older names, which was appended to volume 
2 of the 1909 supplement to the Century dictionary.” 
Kroeger and Madge. 

Dictionary of National Biography. Index and epit¬ 
ome, ed. by Sir Sidney Lee. N. Y. Macmillan. 1903. 
$6.50. 

The Dictionary proper, edited by Sir Leslie Stephen 
and Sir Sidney Lee, in 63 volumes with 3 supplementary 
volumes, is the most authoritative work on British biog¬ 
raphy. It is confined to Great Britain and no living per¬ 
sons are included. The Index and Epitome gives concise 
biographies of all persons included in the main part of the 
Dictionary and is better for the small library than the 
complete work. 

Champlin, J. D. Young Folks’ Cyclopedia of Persons 
and Places. Ed. 6, rev. N. Y. Holt. 1911. $3. 

Brief, simply written articles. 

Who’s Who in America: a biographical dictionary of 
notable living men and women of the U. S., ed. by A. N. 
Marquis. Revised and reissued biennially. Chic. Mar¬ 
quis. 1899 to date. $5 net. 

Condensed sketches of the lives of prominent Ameri¬ 
cans now living. 

Wbo’s Who; an annual biographical dictionary. N. Y. 
Macmillan. 1849 to date. $5. 


54 the use of books AND LIBRARIES 


“ The pioneer work of the ‘ who’s who ’ type and still 
the most important work of the kind. Principally Eng¬ 
lish, but not limited to Englishmen, as a few prominent 
names of other nationalities are included. Biographies 
are reliable and fairly detailed; give main facts, addresses, 
and in case of authors, list of works.” Kroeger and 
Mudge. 

Congressional Directory. (For full description, see 
page 94.) 

History.— 

Brewer, E. C. Historic Note Book, with an appendix 
on Battles. Phil. Lippincott, 1891. $3.50. 

A popular handbook explaining briefly allusions to 
historical events, treaties, customs, etc. 

Haydn, J. T., comp. Dictionary of Dates and Univer¬ 
sal Information Relating to All Ages and Nations, ed. 
by Benjamin Vinsant. Ed. 25. N. Y. Putnam. 1911. 
$6.50 net. 

“ A standard and useful work. Arrangement alpha¬ 
betical under the name of event, place, etc. Especial at¬ 
tention is given to the British empire.” 

Harper’s Encyclopedia of United States History, from 
458 A. D. to 1912, based on the plan of B. J. Lossing. 
Rev. ed. 10 v. N. Y. Harper. 1912. $24. 

“ The most extensive cyclopedia of the subject, includ¬ 
ing many biographical articles and containing texts of the 
constitutions, famous speeches, ’ essays, orations, resolu¬ 
tions, proclamations, facsimiles of important documents, 
etc. Articles are by well known historians and writers.” 
Kroeger. 

Heilprin, Louis. Historical reference book; compris¬ 
ing a chronological table of universal history; a chrono- 


SPECIAL REFERENCE BOOKS 


55 


logical dictionary of universal history; a biographical dic¬ 
tionary with geographical notes. Rev. to 1899; Ed. 6, 
with a supplement. N. Y, Appleton. (The concise 
knowledge library.) $2. 

Accurate and comprehensive. 

Hodge, F. W. Handbook of American Indians North 
of Mexico. (Lh S. Ethnology Bureau. Bulletin 30.) 
2 V. Wash. Superintendent of documents. 1907-10. 

$3. 

“ Contains a descriptive list of the stocks, confeder- 
acieSy tribes, tribal divisions, and settlements north of 
Mexico, accompanied with the various names by which 
the.se have been known, together with biographies of 
Indians of note, sketches of their history, archaeology, 
manners, arts, customs and institutions,' and the abori¬ 
ginal words incorporated into the English language.” 
Letter of transmittal. 

Lamed, J. N., ed. History for Ready Reference from 
the Best Historians, Biographers and Specialists. Rev. 
and enl. ed. 7 v. Springfield, Mass. Nichols. 1910. 
$ 35 - 

V. 1-5, A-Z; V. 6, recent history 1894-1900; v. 7, recent 
history 1901-10. 

“ A dictionary of universal history arranged alpha¬ 
betically with many cross references. Under each sub¬ 
ject is given not an original article but a quoted article 
or extract from the work of some recognized historical 
authority. Extracts are given with exact reference, and 
the work thus serves the double purpose of encyclopedia 
and index.” Kroeger and Mudge. 

Low, S. J., and Pulling, F. S., eds. Dictionary of 
English History. New ed. rev. N. Y. Cassell. 1910. 
$ 3 - 50 - ' 


56 THE USE OF BOOKS AND LIBRARIES 

“ A compact, well edited dictionary, with concise ar¬ 
ticles and some bibliographical references, on subjects, 
events and personages in English history. First edition 
1884, new ed. rev. 1897. The 1910 edition is altered 
somewhat to include recent events to the accession of 
George V, but is not rewritten.” Kroeger and Mudge. 

Nichol, John. Tables of Ancient Literature and His¬ 
tory: b. c. 1500-200 a. d. Glasgow. Machlehose. 1877. 
$1.50. 

“ Shows in chroYiological tables the parallel history and 
literature of the nations of ancient times.” Kroeger. 

Nichol, John. Tables of European History, Litera¬ 
ture, Science, and Art; and of American History, Litera¬ 
ture, and Art; ed. by W. R. Jack. Ed. 5. N. Y. Mac¬ 
millan. 1909. $2.25. 

“ Arranged in columns by periods, chronologically. 
English literature and history are placed together to be 
illustrated by the columns on either side which show 
foreign history for the same period.” Kroeger. 

Ploetz, K. J. Handbook of universal history from 
the dawn of civilization to the outbreak of the great war 
of 1914; Ploetz’s Epitome, tr. and enl. by William H. 
Tillinghast; with additions covering recent events. Bost. 
Houghton, c. 1915. $3. 

“ Concise accurate outlines, not tables. The most use¬ 
ful of the outline handbooks. Earlier editions naa tne 
title Ploetz’s Epitome. A 1914 edition had the title 
Ploetz’s Manual.” Kroeger and Mudge. 

Putnam, G. P. comp. Putnam’s handbook of univer¬ 
sal history; a series of chronological tables presenting, 
in parallel columns, a record of the more noteworthy 
events in the history of the world from the earliest times 


SPECIAL REFERENCE BOOKS 


57 


down to the present day; continued to date under the 
editorial supervision of George Haven Putnam. N. Y. 
Putnam. 1914. $2.50.^ 

The following while not reference books in the sense of those 
cited above will be of great use and value in a reference collec¬ 
tion : 

Hildreth, Richard. History of the United States of America. 
6 V. N. Y. Harper. 

McAlaster, J. B. History of the people of the United States. 
8 V. N. Y. Appleton. 

Schouler, James. History of the United States under the con¬ 
stitution. 6 V. N. Y. Dodd. 

Classical Antiquities.— 

Harper’s Dictionary of Classical Literature and An¬ 
tiquities. N. Y. American Book Company. 1897. $6. 

“ A popular work, most useful for purposes of ready 
reference because it gives articles on topics in classical 
antiquities, biography, mythology, geography, art, history, 
etc., in one alphabet. Concise articles, brief bibliogra¬ 
phies, good illustrations.” Krocger and Mudge. 

The best all round classical reference book for a 
school library. 

Seyffert, Oscar. Dictionary of Classical Antiquities, 
from the German, revised and edited by Henry Nettle- 
ship and J. E. Sandys. Ed. 6. N. Y. Macmillan. $5. 

“ Includes the mythology, religion, literature, art, and 
the constitutional and social antiquities of Greece and 
Rome.” Kroeger. 

Smith, Sir William. Dictionary of Greek and Roman 
Antiquities, including the laws, institutions, domestic 

1 Harper’s Book of facts (see p. 45) is sometimes classed with historical 
reference books. 


58 THE USE OF BOOKS AND LIBRARIES 

usages, painting, sculpture, music, the drama, etc., ed. 
by Sir William Smith, William Wayte, and G. E. 
Marindin. Ed. 3. Rev. and enl. 2 v. Lond. Mur¬ 
ray. 1890-91. 63 sh. 

“ Accepted by all scholars as a work of authority on 
the subjects with which it deals.” E. C. Marchant in 
.Dictionary of National Biography. 

There are several concise dictionaries based on this 
work. Among them may be mentioned the Concise dic¬ 
tionary of Greek and Roman antiquities, ed. by F. W. 
Cornish. Lond. Murray. $4 ; and the Smaller classical 
.dictionary, rev. and ed. by E. H. Blakeney. (Everyman’s 
library). N. Y. Dutton. 60 cents. 

Geography.— 

Century Cyclopedia of Names, (v. ii of the Century 
Dictionary.) See page 42. Full in geography. 

Lippincott’s New Gazetteer of the World; a complete 
pronouncing gazetteer or geographical dictionary of the 
world; originally edited by Joseph Thopias. New ed., 
edited by Angelo and Louis Heilprin. Entirely rewrit¬ 
ten. 2 V. Phil. Lippincott. 1911. $12.50. 

“ The most comprehensive American work of its kind, 
alphabetically arranged, giving description and informa¬ 
tion of places, with pronunciation and various spellings 
of names.” Kroeger. 

Mill, H. R., ed. International Geography; by 70 au¬ 
thors. Ed. 3. N. Y. Appleton. 1909. $3.75. 

“ Readable account of character of all countries as re¬ 
gards land and people, in language neither technical nor 
childish. Each country treated by an exnerienced travel¬ 
ler, a resident or a native.” H. R. Mill in Introduc¬ 
tion. 


SPECIAL REFERENCE BOOKS 


59 

The following commercial geographies are useful in school ref¬ 
erence work: 

Freeman, W. G. and Chandler, S. E. World’s commercial prod¬ 
ucts. Bost. Ginn. 1907. $3.50. 

Smith, J. R. Industrial and commercial geography. N. Y. 
Holt. 1913. $4. 

Toothaker, C. R. and others. Commercial raw materials. 
(School ed.) Bost. Ginn. 1905. $1.25. 

Atlases.— 

Century Atlas of the World. Rev. and enl. (v. 12 of 
the Century Dictionary). N. Y. Century Co. 1914. 

“ Originally published in 1897 and revised several 
times, especially in 1899, 1901 and 1911. New rnaps 
in the 1911 edition are: Alaska; Canada (3 maps); 
Oklahoma; South Polar regions, with exploration routes, 
and two maps showing development of interurban elec¬ 
tric lines in the U. S. Other maps have been corrected, 
new place names added, and the index entirely reset 
and supplied with the 1910 census figures. Except when 
a large scale map is needed the Century atlas is gener¬ 
ally more satisfactory than the Rand, McNally atlas. 
General index contains 185,000 names.” Kroeger and 
M iidge. 

Cram’s Modern New Census Atlas of the United 
States and World; 13th census ed. Chic. Cram. 1911. 
$12.50. 

Rand, McNally & Co. Library Atlas of the World. 
2 V. Chic. Rand, McNally & Co. 1912. $25. 

V. I. United States. 

V. 2. Foreign countries. 

Special relief maps are included as well as geographical 
and political. Each map in the volume for the U. S. has 
a separate index. There is one general index in the vol¬ 
ume for foreign countries. The indexes give population; 


6o THE USE OF BOOKS AND LIBRARIES 


and railroads, steamship lines, money order post offices, 
telegraph stations, etc., are indicated. 

Rand, McNally & Co. New Imperial Atlas of the 
World. Chic. Rand, McNally & Co. 1912. $1.75. 

This is useful for the school library that cannot afford 
to purchase the larger one. 

Stieler, Adolf, ed. Atlas of Modern Geography, 
adapted for the English speaking public, by B. V. Darbi- 
shire. N. Y. Lemcke. 1908. $15. 

“ The atlas which most frequently continues to be con¬ 
structed throughout from original materials on scientific 
principles. Has for long held foremost place amongst all 
atlases.” Sonnenschein. Best hooks. 

The workmanship of German and English atlases is superior 
to that of American atlases. 

United States Geological Survey. Topographic Maps. 

Maps of nearly every section of the United States may 
be had for 10 cents each from the Director of the Geo¬ 
logical Survey, Washington, D. C. Stamps not accepted. 

Historical Atlases.— 

Bartholomew, J. G. Literary and Historical Atlas of 
Europe (Everyman’s Library). N. Y. Dutton. 1910. 
60 cents, reinforced binding. 

“ Contains 56 admirably engraved and colored histori¬ 
cal maps, 46 line maps showing battle plans and regions 
of literary fame and a 40 page gazetteer of places of 
literary and historical interest.” N. Y. S. L. Best 
hooks. 1910. 

Bartholomew, J. G. Literary and Historical Atlas of 
-America (Everyman’s Library). N. Y. Dutton. 1911. 
60 cents, reinforced binding. 


SPECIAL REFERENCE BOOKS 


6i 

“ Physical, historical and modern maps of North and 
South America, a few battle plans, a chapter on coinage, 
gazetteer of places having a literary or historic interc-t, 
and index of towns.” N. Y. S. L. Best books. 1911. 

Though intended primarily for the private library these 
inexpensive little atlases will be of use in the school 
library especially if unable to afford the larger atlases. 
Maps of the Scott country, Pepys’ London, King Arthur’s 
country, etc., are helpful in the literature classes.^ 

• 

Dow, E. W. Atlas of European History. N. Y. 
Holt. 1907. $1.50 net. Indexed. A good, popular 

atlas. 

Gardiner, S. R. Atlas of English History. N: Y. 
Longmans. $1.50. 

Labberton, R. H. Historical Atlas, 3800 b. c. to 1900 
A. D. N. Y. Silver. $1.25. 

Johnston, A. K., and Gladstone, W. E. Classical At¬ 
las, containing geography of the ancient world, by W. F. 
Allen. Bost. Ginn. $1.25. 

Putzger, F. W. Historical School Atlas of Ancient, 
Medieval, and Modern History, with English text. 
N. Y. Lemcke. 1903. $1.25. 

Shepherd, W. R. Historical Atlas (American His¬ 
torical Series). N. Y. Holt. 1911. $2.50. 

“ Serviceable, well-proportioned work partly based on 
Putzger’s Schulatlas, but especially planned for American 
schools and colleges. Well executed historical maps from 
1450 B. c. to present. Full index of towns.” N. Y. S. L. 
Best books. 1911. 

2 There is a similar volume for Asia and one for Africa and Austra¬ 
lasia. 


62 THE USE OF BOOKS AND LIBRARIES 


Literature.— 

Allibone, S. A. Critical Dictionary of English Litera¬ 
ture and British and American Authors with Supplement, 
by J. F. Kirk. 5 v. N. Y. Lippincott. $17.50. 

“ In spite of many inaccuracies a most useful book of 
reference containing biographical and bibliographical 
sketches of authors with lists of their works and critical 
notes selected from well-known authors and their reviews. 
Supplement brings the work down to 1888.” Kroeger 
(condensed). 

Chambers’ Cyclopedia of English Literature. New ed. 
by David Patrick. 3 v. Phil. Lippincott. 1902-04. 
$12. 

“ Critical and biographic account of English and Ameri¬ 
can authors and characteristic selections from their works. 
Thoroughly revised by well-known writers and brought 
to date.” Kroeger. 

Champlin, J. D. Young Folks’ Cyclopedia of Litera¬ 
ture and Art. N. Y. Holt. 1901. $3. 

‘‘A. L. A.” Index; an Index to General Literature, 
ed. by W. 1 . Fletcher. N. Y. Anderson. 1911. $6. 

(Reprint from Ed. 2 1901). -. Supplement, 

1900- 1910. Chic. A. L. A. Pub. Board. 1914. $4. 

“ A subject index which attempts to do for books of 
essays and general literature what Poole’s index does 
for periodicals.” Kroeger and Mudge. 

Moulton, C. W. Library of Literary Criticism of 
English and American Authors. 8 v. N. Y. Malkan. 

1901- 09. $40. 

A brief biographical sketch is followed by contemporary 
and later criticism. The arrangement of the book is 
chronological. 



SPECIAL REFERENCE BOOKS 


63 


Stedman, E. C., and Hutchinson, E. M., comps. Li¬ 
brary of American Literature, ii v. N. Y. Webster. 
1891. $33- 

“ The design is to afford the reader a general view of 
the course of American literature from the outset. . . . 
It is made for popular use and enjoyment.” Preface. 

“ Select and characteristic examples from American lit¬ 
erature are given without any critical notes, and the work 
is not confined to masterpieces. Arrangement is chron¬ 
ological with a general index in the last volume, which 
is useful in finding selections on special subjects. In the 
index, poems are indexed by title under Poetry. Short 
biographies of the authors are given in volume ii, which 
also contains a list of noted sayings of Americans. Por¬ 
traits.” Kroeger.^ 

Warner, C. D., ed. Library of the World’s Best Liter¬ 
ature, Ancient and Modern. 31 v. N. Y. Warner Li¬ 
brary Co. 1896-99. $3 per vol. 

V. 1-27. Biographical and critical sketches and selec¬ 
tions. 

V. 28. Songs, hymns and lyrics. 

V. 29. Biographical dictionary of authors. 

V. 30. Synopsis of noted books. 

V. 31. Index guide, prepared by E. C. Towne, designed 
to give aid in pursuing courses of reading 
and study. 

“ The biographical and critical sketches of authors of 
all ages and countries are written by eminent scholars 
and writers and are signed. The selections from their 
works have been well made. Portraits and illustrations 
are a useful feature. This is the best compilation of 
the kind.” Kroeger. New ed. in preparation. 

3 Tyler’s History of American literature during the colonial time. 2 v. 
Putnam. Tyler’s Literary history of the American revolution. 2 v. Put¬ 
nam. Richardson’s American literature, 1607-1885. Putnam. Garnet and 
Gosse’s English literature. 4 v. Macmillan. And Ryland’s Chronological 
outlines of English literature, Macmillan, are useful additions to the ref¬ 
erence collection. 


64 THE USE OF BOOKS AND LIBRARIES 


Poetry.— 

Granger, Edith, ed. Index to Poetry and Recitations. 
Chic. McClurg. 1904. $5. 

“ Very useful reference tool. Indexes 369 collections, 
including recitations, orations, and dialogues with ap¬ 
pended selections for holidays and special occasions.” 
A. L. A. Catalog supplement. New ed. in preparation. 

Bryant, W. C., ed. New Library of Poetry and Song, 
with his review of poets and poetry from the time of 
Chaucer. Rev. ed. N. Y. Baker & Taylor. 1903. 
$5* 


“ Popular poems and poetic extracts. Classified as 
poems of infancy and youth, friendship, love, home, re¬ 
ligion, nature, peace and war, the sea, adventure, humor, 
etc. Indexes of titles, first lines and poetical quotations.” 
N. Y. S. L. Best hooks. 

Dana, C. A., ed. Household Book of Poetry. Rev. 
ed. N. Y. Appleton. 1903. $5. 

Classified collection of poems quoted entire. Author 
index. 

Longfellow, H. W., ed. Poets and Poetry of Europe, 
with introductions and biographical notices. Rev. ed. 
Bost. Houghton. 1896. $5. 

“ A collection of translations from the poetry of lO 
dififerent nations of Europe arranged chronologically un¬ 
der each country.” Kroeger.^ 

Palgrave, F. T., ed. Golden Treasury; selected from 
the best songs and lyrical poems in the English language. 

4 Poems of Places in 31 volumes, edited by Longfellow, covering Eu¬ 
rope, Asia, Africa, and the United States by sections, are often useful to 
teachers. 


SPECIAL REFERENCE BOOKS 


65 

Rev. and enl. (Golden Treasury Series.) N. Y. Mac- 
millan. 1903. $1. 

Quiller-Coiich, Sir A. T., ed. Oxford Book of Eng¬ 
lish Verse, 1250-1900. Oxford. Clarendon Pr. 1901. 
$2.50. 

Stedman, E. C., ed. American Anthology, 1787-1899, 
selections illustrating the author’s critical review of 
American poetry in the 19th cen-tury. Bost. Houghton. 
1900. $3. 

“ Grouped chronologically. Attempts to represent best 
work, not to select the imperishable. Eollowed by com¬ 
pact biographical notices alphabetically arranged, of pqets 
represented.” N. Y. S. L. Best books.^ 

Stevenson, B. E. comp.. Home Book of Verse, Amer¬ 
ican and English, 1580-1912; with an appendix contain¬ 
ing a few well-known poems in other languages. N. Y. 
Holt. 1912. $7.50. 

“Arranged by large subjects, with full indexes of 
authors, titles and first lines. A very useful collection; 
contains many of the modern poems usually omitted 
from most anthologies.” Krocger and Mudge. 

Published also in a 2 vol. ed., $10 and in 8 vols., $12. 
A third edition published in 1918 includes poems from 
1580-1918. I vol. listed at $10. 

Ward, T. H., comp. The English Poets (Students’ 
Edition). 4 v. N. Y. Macmillan. 1894-1903. $1.10 
each. 

Covers English poetry from Chaucer to Tennyson; 
gives selections, critical prefaces to each author by au- 

5 Stedman’s critical essays: Poets of America. Houghton; and Victorian 
poets. Houghton; and his Victorian anthology, Houghton, are useful. 


66 THE USE OF BOOKS AND LIBRARIES 


thorities on English literature and a general introduction 
by Matthew Arnold. 

Quotations.— 

Allibone, S. A. Poetical Quotations from Chaucer to 
Tennyson. Phil. Lippincott. $2.50. 

“ Subject list, with an author index, an index of sub¬ 
jects, and an index of first lines. Confined to English 
poetry.” Krocgcr and Mitdge. 

Allibone, S. A. Prose Quotations from Socrates to 
Macaulay. New ed. Phil. Lippincott. 1903. $2.50. 

“ Subject list with an index of authors and an index 
of subjects. Quotations are brief.” Kroeger and 
Mndge. 

Bartlett, John. Familiar Quotations. Ed. 10. Bost. 
Little. 1914. $3. 

“ A standard collection, comprehensive, well selected. 
Arranged by authors chronologically, with exact refer¬ 
ences; very full index. One of the best books of quota¬ 
tions.” Kroeger and Mndge. 

Bohn, H. G. Handbook of Proverbs. Lond. Bell. 
1889. $1.50. 

Chiefly English proverbs with some foreign languages 
and a complete alphabetical index. 

Benham, W. G. comp.. Book of Quotations, Proverbs 
and Household Words. Phil. Lippincott. 1907. $3. 

6 The following collections are useful in the school library: Ford, J. L. 
and M. K. comps. Every day in the year. Dodd. Stevenson, B. E. 
ed. Poems of American history. Houghton. Stevenson, B. E. and E. B. 
comps. Days and deeds. Doubleday. Wiggin, Mrs. K. D. and Smith, 
N, A. comps. Golden numbers. Doubleday. 


SPECIAL REFERENCE BOOKS 


67 


Valuable supplement to Bartlett’s Familiar Quota¬ 
tions, containing over 32,000 quotations selected from 
1300 authors including many minor ones not represented 
in Bartlett. Literatures covered are English and Ameri¬ 
can, Greek and Latin, modern European (in original 
translation). Full word index.” A. L. A. Catalog sup¬ 
plement. 

Hoyt, J. K., and Ward, A. L. Cyclopedia of Practical 
Quotations. N. Y. Funk. $6. 

“Arranged under subjects instead of chronologically 
like Bartlett’s. English Quotations first, then I.ntin and 
foreign. Full indexes. The most useful work for quo¬ 
tations by subject.” Kroeger {condensed). 

Walsh, W. S., comp. International Cyclodpedia of 
Prose and Poetical Quotations. Philadelphia. Winston. 
1914. $3. 

Literary Handbooks.— 

Brewer, E. C. Dictionary of Phrase and Fable. Rev. 
ed. Phil. Lippincott. 1896. $1.75. 

“ Derivation, source or origin of common phrases, al¬ 
lusions, and words that have a special meaning.” 
Kroeger. 

Brewer, E. C. Reader’s Handbook of Allusions, Ref¬ 
erences, Plots, and Stories. Rev. ed. Phil. Lippincott. 
1898. $2 

“ A concise account of such names as are used in 
allusions and references by writers.” Kroeger. 

Century Cyclopedia of Names (v. ii of the Century 
Dictionary). See page 42. 

Reddall, H. F., comp. Fact, Fancy and Fable; a new 


68 THE USE OF BOOKS AND LIBRARIES 


handbook for ready reference on subjects •'.ommonly 
omitted from cyclopedias. Chic. McClurg. 1899. 
$1.50. 

“ Gives useful and curious information, such as memor¬ 
able days, pseudonyms, Americanisms, political nomencla¬ 
ture, foreign words and sentences, contractions, and ab¬ 
breviations, personal sobriquets and nicknames, familiar 
phrases and folk sayings, mythological allusions.” Kroe- 
gcr. 

Wheeler, W. A. Explanatory and Pronouncing Dic¬ 
tionary of the Noted Names of Fiction. Bost. Hough- 
* ton. 1891. $2. 

“ Explains allusions to noted fictitious persons and 
places occurring in modern literature.” Kroeger. 

Wheeler, W. A., and Wheeler, C. G. Familiar Allu¬ 
sions; a handbook of miscellaneous information. Bost. 
Houghton. 1890. $2. 

Fiction.— 

Baker, E. A. Guide to the Best Fiction in English. 
New ed., enl. and rev. N. Y. Macmillan. 1913. $6. 

“ Titles are grouped by period with descriptive notes, 
publishers and prices. Includes chief translations of for¬ 
eign novels. Fully indexed.” N. Y. S. L. Best books. 

Baker, E. A. Guide to Historical Fiction. N. Y. 
Macmillan. 1914. $6. 

“ Practically a new work, although based upon the 
author’s History in fiction, 1907. Lists about 5000 novels 
which in any way portray the life of the past, including 
mediaeval romances and novels of manners, as well as 
avowedly historical novels. Arrangement is first by 
country and then chronologically by the historical period 


SPECIAL REFERENCE BOOKS 


69 


illustrated and descriptive notes indicate briefly the plot 
and scene of each story, its historical characters, etc. 
Full index (148 pp.) of authors, titles, historical names, 
places, events, allusions, etc. Best and most compre¬ 
hensive list yet published.” Kroeger and Miidge. 

Nield, Jonathan. Guide to the Best Historical Novels 
and Tales. Ed. 4. Putnam. 1911. $2.25. 

Art, General.— 

Champlin, J. D. Young Folks’ Cyclopedia of Litera¬ 
ture and Art. N. Y. Holt. 1901. $3. 

Reinach, Salomon. Apollo; an illustrated manual of 
the history of art throughout the ages. New ed. N; Y. 
Scribner. 1907. $1.50. 

“ Remarkably compact, readable history of painting, 
sculpture, and architecture, containing illuminating criti¬ 
cism. Illustrated with 600 small but distinct half tones.” 
A. L. A. Catalog supplement. 

Waters, Mrs. C. E. Clement. Handbook of Legend¬ 
ary and Mythological Art. Enl. ed. Bost. Houghton. 
1890. $3. 

“ Contains a catalogue of pictures in European galler¬ 
ies. Good popular handbook.” Kroeger. 

Art, Painting.— 

Champlin, J. D., and Perkins, C. G. Cyclopedia of 
Painters and Painting. 4 v. N. Y. Scribner. 1892. 
$20. 

“ Names of painters and their works are given in one 
alphabet. A sketch of the artist with a list of his works 
and bibliographical notes is often accompanied by his por¬ 
trait and an occasional reproduction in outline of impor¬ 
tant paintings. Under the name of a celebrated painting 
will be found a brief description of it.” Kroeger. 


70 THE USE OF BOOKS AND LIBRARIES 


Art, Architecture.— 

Sturgis, Russell, and others. Dictionary of Architec¬ 
ture and Building, Biographical, Historical, and Descrip¬ 
tive. 3 V. N. Y. Macmillan. 1901. $18. 

“ Combines the features of a dictionary and an en¬ 
cyclopedia.” KroegerJ 

Music.— 

Grove, Sir George. Dictionary of Music and Mu¬ 
sicians. Ed. by J. Fuller Maitland. Rev. ed. 5 v. 
N. Y. Macmillan. 1904-10. $25. 

“ The standard encyclopedia in English, covering the 
whole field from 1450 to 1904, with special emphasis, 
however, on English subjects. Has good articles by 
specialists, and bibliographies. Includes articles on mu¬ 
sical history, theory and practice, instruments, terms, etc., 
biographies of musicians and articles on individual com¬ 
positions, all in one alphabet. Does not give plots of 
operas.” Kroeger and Mudge. 

Industrial Arts.— 

Bailey, L. H., ed. Cyclopedia of American Agricul¬ 
ture. 4 v. N. Y. Macmillan. , 1907-09. $20. 

“ Grouped by subjects so as to form a comprehensive 
treatise, the composite work of several hundred special¬ 
ists. . . . Numerous text illustrations and plates. Full 
index to each volume.” N. Y. S. L. Best hooks. 

Bailey, L. H. ed. The Standard Cyclopedia of Horti¬ 
culture ; a discussion, for the amateur, and the profes- 

7 The following are useful for reference work: Caffin’s Guide to 
pictures. Baker and Taylor. Hamlin’s Textbook of the history of archi¬ 
tecture. Longmans. Muther’s History of painting from the 4th to the 
early 19th century. Putnam. Muther’s History of modern painting. 4 v. 
Dutton. Tarbell’s History of Greek art. Macmillan. A library should 


SPECIAL REFERENCE BOOKS 


71 


sional and commercial grower, of the kinds, characteris¬ 
tics and methods of cultivation of the species of plants 
-grown in the regions of the United States and Canada, 
for ornament, for fancy, for fruit and for vegetables; 
with keys to the natural families and genera, descriptions 
of the horticultural capabilities of the states and prov¬ 
inces and dependent islands, and sketches of eminent 
horticulturists. 6 v. N". Y, Macmillan. 1914-17. 

$36. 

Hopkins, A. A., ed. Scientific American Cyclopedia 
of Formulas. N. Y. Munn. 1911. $5. 

“ While this revision includes about thirty per cent, 
of the material in the 28th ed. of the Scientific American 
Cyclopedia of Receipts, Notes and Queries, it is practi¬ 
cally a new book. Much new matter has been added. 
. . . The formulas are classified and grouped in chapters. 
An extensive section has been added on chemical and 
technical processes. Detailed index.” A. L. A. Book¬ 
list. 

Hopkins, A. A. ed. Scientific American Reference 
Book. Ed. of 1913 comp, and ed. by A. A. Hopkins 
for part i, Statistical information, and A. R. Bond for 
part 2, Scientific information, with 1000 illustrations. 
N. Y. Munn. 1913. $1.50. 

Spon, E. F. N. Spon’s Mechanics’ Own Book. Ed. 6. 
N. Y. Spon. 1907. $2.50. 

“ Complete guide to all ordinary mechanical operations. 
Useful to amateurs, professional workmen and general 
readers.” A. L. A. Catalog. 

Ward, Artemas. * The Grocer’s Encyclopedia; a com¬ 
pendium of useful information concerning foods of all 

Have if possible: Lubke’s Outlines of the history of art. 2 v. Dodd. 
Fergu'-on’s History of architecture in all countries. 2 v. Dodd. 


72 THE USE OF BOOKS AND LIBRARIES 


kinds, how they are raised, prepared and marketed, how 
to care for them in the store and home, how best to 
use and enjoy them and other valuable information for 
grocers and general storekeepers. N. Y. Artemas 
Ward. 1911. $10. 

“ Attempts to give information on every article of 
food and drink and some other commodities handled 
by general storekeepers. Many good illustrations, in¬ 
cluding 80 full-paged colored plates. Appendices con¬ 
tain: (i) Glossary of 519 English terms with equiva¬ 
lents in French, German, Italian and Swedish, and sepa¬ 
rate German-English, French-English, Italian-English 
and Swedish-English lists; (2) Definitions of 255 com¬ 
mon culinary terms, including French menu terms; (3) 
Tables of weights and measures.” Kroeger and Mndge. 

Science.— 

Champlin, J. D., and Lucas, F. A. Young Folks’ Cy¬ 
clopedia of Natural History. N. Y. Holt. 1905. $3. 

Thorpe, Sir Edward. Dictionary of Applied Chemis¬ 
try. Rev. and enl. ed. 5 v. N. Y. Longmans. 1912. 
$70. 

“ First ed. publ. 1890-93. This new edition is so 
largely revised as to be practically a new work. The 
standard dictionary in English, with long articles, some 
of which are signed, good illustrations and bibliogra¬ 
phies. Indispensable in the college or large reference 
library.” Kroeger and Mudge. 

Synonyms.— 

Crabb, George. English Synonyms Explained in Al¬ 
phabetical Order. New ed. N. Y. Harper. 1904. 
$1.25. 

“ Quotations from the best writers illustrating the use 
of the words are given.” Kroeger. 


SPECIAL REFERENCE BOOKS 


73 


Fernald, J. C. English Synonyms and Antonyms; 
with notes on the correct use of prepositions. New ed. 
enl. N. Y. Funk. 1914. $1.50. 

Roget, P. M. Thesaurus of English Words and 
Phrases, classified and arranged so as to facilitate the 
expression of ideas and assist in literary compositions; 
ed. by J. L. Roget. New ed. N. Y. Longmans. 
1913. $1.25. 

“ A collection of words of the English language and 
of the idiomatic combinations peculiar to it, arranged not 
in alphabetical order . . . but according to the ideas they 
express. . . . Object: the idea being given to find the 
word or words by which that idea may be most fitly and 
aptly expressed.” Preface. 

Smith, C. J. Synonyms Discriminated; a dictionary 
of synonymous words in the English language. New ed. 
Edited by H. P. Smith. N. Y. Macmillan. 1903. 
$i-75- 

Dictionaries of Foreign Languages : 

French.— 

Spiers, Alexander, and Surenne, Gabriel. French and ■ 
English Pronouncing Dictionary, revised by * G. P. 
Quackenbos. N. Y. Appleton. 1898. $5. 

Edgren, A. H., and Burnett, P. B. French and Eng¬ 
lish Dictionary. N. Y. Holt. 1901. $1.50. 

German.— 

Flugel, J. G. Universal English-German and German- 
English Dictionary. New ed. by K. F. A. Flugel. N. Y. 
Lemcke. $16.50. English-German 2 v; German-Eng- 
lish I V. 


74 the use of books AND LIBRARIES 


Fliigel, K. F. A., Schmidt, T., and Tanger, G. Ger¬ 
man and English Dictionary. 2 v. N. Y. Stechert. 
$4.50. 

Muret, Edward, and Sanders, D. H. German-English 
Dictionary. 4 v. N. Y. Stechert. $24. Abridged 
school edition. 2 v. $5. 

Spanish.— 

Velazquez de la Cadena, Mariano. Pronouncing Dic¬ 
tionary of the Spanish and English Languages. New 
ed. by Edward Gray and J. L. Iribas. 2 v. Appleton, 
1901. $6. 

Latin.— 

Harper’s Latin Dictionary, edited by E. A. Andrews; 
rev., enl., and rewritten by C. T. Lewis and C. Short. 
N. Y. American Book Co. $6.50. 

Lewis, C. T. Elementary Latin Dictionary. N. Y. 
American Book Co. $2. 

Greek.— 

Liddell, H. G., and Scott, Robert. Greek-English lex¬ 
icon. Ed. 8. Oxford. $9. 

Economics and Government.— 

Bliss, W. D. P., and Binder, R. M., eds. New En¬ 
cyclopedia of Social Reform. New ed. N. Y. Funk. 
1908. $7.50. 

“ Comprehensive, accurate and impartial reference 
work, including besides social-reform movements and ac¬ 
tivities, economic, industrial and sociological facts and 
statistics of all countries and all social subjects. Brief 
bibliographies on important subjects.” A. L. A. Catalog 
supplement. 


SPECIAL REFERENCE BOOKS 


75 


McLaughlin, A. C., and Hart, A. B. eds. Cyclopedia 
of American Government. 3 v. illus. N. Y. Apple- 
ton. 1914. $22.50. 

“ Scope is wider than title indicates as many articles 
are included on general or foreign topics, but the ma¬ 
jority of the subjects treatexl are American. Covers 
topics in theory or philosophy of political society, forms 
of political organization, methods and agencies of law 
and government, international and constitutional law, 
party organization, federal, state and municipal govern¬ 
ment, history of political parties and other American 
political topics. Many biographies, including those of 
living men. Arrangement is alphabetical by small sub¬ 
jects and there is an analytical index.” Kroeger and 
Mudge. 

Palgrave, Sir R. H. T., ed. Dictionary of Political 
Economy. Rev. ed. 3 v. N. Y. Macmillan. 1910. 
$15- 

“ Brief articles on philosophy, history, and present con¬ 
ditions ; biographic sketches, definitions of terms, bib¬ 
liographic notes, etc., full on the side of English political 
economy, but including the U. S. and the English colonies. 
Concise, signed articles.” A. L. A. Catalog and 
Kroeger. 

Education.— 

Monroe, Paul, ed. Cyclopedia of Education. 5 v. 
N. Y. Macmillan. 1911-13. $25. 

“ The best encyclopedia of education in English, with 
signed articles, good bibliographies and excellent illus¬ 
trations. The scope of the work is general, including 
education in all countries and all periods, but American 
subjects receive somewhat fuller treatment than foreign 
topics. Analytical index in vol. 5 groups articles by 
larger subjects than those used in main alphabet.” 
Kroeger and Mudge. 


/ 


76 THE USE OF BOOKS AND LIBRARIES 


Customs.— 

Brand, John. Observations on the Popular Antiquities 
of Great Britain; rev. and enl. by Sir Henry Ellis. New 
ed. 3 V. N. Y. Macmillan. $4.50. 

“ Gives the origin of customs, ceremonies and supersti¬ 
tions of Great Britain. A general index in v. 3.’’ 
Kroeger. 

Chambers, Robert. Book of Days; a miscellany of 
popular antiquities in connection with the calendar. 2 v. 
Phil. Lippincott. 1911. $5. 

“ Published originally in 1862-64. Under each day of 
the year is given anecdote, biography, history, curiosities 
of literature and miscellaneous information. A general 
inde?^ in volume 2 must be used. Useful in looking up 
information about Hallowe’en, Christmas, etc. Kroeger. 

Walsh, W. S. Curiosities of Popular Customs and of 
Rites, Ceremonies, Observances and Miscellaneous An¬ 
tiquities. Phil. Lippincott. 1898. $3.50. 

Religion.— 

Hastings, James, ed. Dictionary of the Bible. N. Y. 
Scribner. 1909. $5. 

“ The aim has been to provide a complete and inde¬ 
pendent dictionary of the Bible in a single volume and 
abreast of present day scholarship.” Preface. 

Philosophy.— 

Baldwin, J. M. Dictionary of Philosophy and Psy¬ 
chology. New ed. 3 v. in 4. N. Y. Macmillan. 
1911. $36. 

“ A useful authoritative work, concise rather than ex¬ 
haustive in treatment, with signed articles by specialists 
and many bibliographies. Covers the whole field but is 


SPECIAL REFERENCE BOOKS 


77 


fuller for modern than for earlier aspects of the sub¬ 
jects and does not attempt to cover the whole of Greek 
and Scholastic philosophy. Includes very brief biogra¬ 
phies of men no longer living. A special feature is the 
inclusion of French, German, and Italian equivalents of 
English terms.” Krocgcr and Mudge. 

Aids in Debating.— 

Brookings, W. D., and Ringwalt, R. C., eds. Briefs 
for Debate on Current, Political, Economic and Social 
Topics. N. Y. Longmans. 1904. c 1895. $1.25. 

” Its aim is to state concisely the principal arguments 
pro and con on a large number of the important topics 
of the day, and to refer to books, parts of books, and 
periodical articles on each subject.” Krocgcr.* 

Craig, A. H. Pros and Cons, Complete Debates. 
N. Y. Hinds. $1.50. 

Foster, W. T. Essentials of Exposition and Argu¬ 
ment. Bost. Houghton. 1911. 90 cents. 

“ An adaptation of the author’s Argumentation and 
Debating for high schools and debating clubs. Contains 
specimen briefs, arguments and material for briefing, sum¬ 
mary of parliamentary rules for debaters and 50 propo¬ 
sitions.” A. L. A. Catalog supplement. 

Matson, Henry. References for Literary Workers. 
Chic. McClurg. Ed. 7. c 1892. $2. 

The inclusion of historical, biographical, literary, scien¬ 
tific, philosophical, ethical and religious topics, as well as 
political and economic, makes this a useful supplement to 
the other debate books. 

Phelps, E. M. Debaters’ Manual. N. Y. H. W. Wil¬ 
son. (Debaters’ handbook series.) $1. 


78 THE USE OF BOOKS AND LIBRARIES 


A selected bibliography, an index to debate material, 
and a list of debating organizations are included in the 
appendices. 

Ringwalt, R. C. Briefs on Public Questions, with se¬ 
lected lists of references, N. Y. Longmans. 1905. 
$1.20. 

“ States 25 social, political and economic questions, de¬ 
fining their issues and providing affirmative and negative 
briefs and references. Supplements Brookings and Ring- 
wait’s lUiefs for debate, bringing discussions to date.” 
N. Y. S. L. Best books. 

Robbins, E. C. High School Debate Book. Chic. 
McClurg. 1911. $1. 

” Practical handbook, containing 18 briefs on live sub¬ 
jects, with references. Preliminary chapters treat of the 
value of debate, briefing the question, and preparing the 
speech.” A.L.A. Catalog supplement. 

Shurter, E. D., and Taylor, C. C. Both Sides of 100 
Public Questions Briefly Debated, with affirmative and 
negative references. N. Y. Hinds. 1913. $1.25. 

” Intended as a handbook for school and college de¬ 
baters, and for all those interested in literary and debat¬ 
ing societies. . . . The questions are all on present day 
subjects . . . under each are given the main lines of ar¬ 
gument, affirmative and negative stated in distinct, con¬ 
cise propositions . . . followed by a few of the best ref¬ 
erences.” Prefaee. 

Debaters’ Handbook Series. White Plains, N. Y. H. 
W. Wilson. $T a vol. 

More than 20 volumes covering such subjects as gov¬ 
ernment ownership of railroads, commission plan of 
municipal government, conservation of natural resources, 


SPECIAL REFERENCE BOOKS 


79 


woman suffrage, etc. These volumes contain reprints of 
the best reference material available in books, magazines 
and pamphlets on the various questions. Each volume 
contains a complete bibliography, and many of them a 
brief.^ 

Carnegie Library of Pittsburgh. Debate Index. 
1912. 15 cents; postpaid, 20 cents. 

Indexes the best known debaters’ manuals. Supple¬ 
ments issued frequently. 


Exercises. 

1. Where and what is Lorraine? In what range of 
mountains is Mt. Hood? Give its height, latitude, and 
longitude. What is the length of the'Rappahannock? 
The principal industry of Hoochow-fu? 

2. What was the Bishops’ war? Who was called the 
“hatted king”? Who were the peripatetics? What is 
the meaning of the term “benefit of clergy”? 

3. Who was Redjacket? Empedocles? Henry of 
Portugal ? 

4. Find an account of scholasticism. Give three refer¬ 
ences for further reading on this topic. Where can you 
find a history of higher education for women ? When 
was the Herbart Society founded and what is its full 
name? Find information on the present public school 
system of Indiana; on methods of teaching grammar; on 
the Carnegie Foundation; on compulsory attendance in 
schools. 

5. What artist painted the picture called the “ Age of 
Innocence ” ? In what art gallery is Correggio’s “ Mar- 

8 The H. W. Wilson Co. also publishes the Abridged Debaters’ Hand¬ 
book Series, i.e., a brief, a bibliography, and reprints of the best material. 
Price 25 cents each. 


8o THE USE OF BOOKS AND LIBRARIES 


riage of St. Catherine of Alexandria”? Find a descrip¬ 
tion of the ‘‘ Madonna of the Rocks ” by Leonardo da 
Vinci; of the three orders of Greek architecture. What 
ancient statue was called the “Canon”? Why? 

6. Who is the representative from the 8th Kentucky 
district? How many times has he been elected to Con¬ 
gress? Who is the director of the mint? What are 
the duties of the Secretary of the Navy? Who is the 
chairman of the \J. S. Geographic Board? 

7. Mention a novel dealing with Queen Elizabeth’s 
time; one with the War of 1812. What index did you 
consult ? 

8. In what books are the following characters found? 
Dick Swiveler, Richie Moniplies, the Rev. Mr. Collins, 
Mrs. Proudie? 

0. Where was Eva March Tappan born? Name three 
of her works. Who is Abbot Lawrence Rotch? 

10. Find an illustrated account of Indian bows and 
arrows; a biography of Sitting Bull. What Indians are 
called the Neutrals? 

11. Find a plan and a full description of an Homeric 
house. Who or what was iP^sculapius? Circe? Maro- 
nea? Camillus? The Alexandrian school? Find a de¬ 
scription of the Roman legion in the first century b. c.; 
of shipbuilding in ancient times. Had the Romans any 
system of shorthand? 

12. What index would you consult to find an essay on 
Idealism in literature? 

13. Find maps showing Greece at the time of the 
Peloponnesian War; the territorial expansion of the 
Roman empire; the three partitions of Poland; the battle 
of Waterloo; the campaigns of the American Revolution. 

14. Find some of the Candlemas day weather super- 


SPECIAL REFERENCE ROOKS 


8i 


stitions. What is meant by “ Boxing Day ”? What was 
the origin of the Beltein or Beltain Festival? Where 
can you find a good description of Hallowe’en customs? 

15. Where is Pressburg? What is the foreign form 
of the name? Where are the Ozark Mountains? Find 
a description of the town of Oxford, England. What is 
the population of Raleigh, N. C.? 

16. Find a contemporary criticism of Milton’s “ Para¬ 
dise Lost ”; a description of the personal appearance 
of Samuel Johnson; a list of John Locke’s writings. 

17. Find a brief, authoritative biography of Edmund 
Burke. Who was William Havard? Charles Towne- 
ley ? 

18. Find an account of the English" “ counties.” 
What is the origin of the name? Who were the Lol¬ 
lards? Find an account of the House of Lords; of 
William de Longchamp. What are the Chiltern Hun¬ 
dreds? 

19. Find the approximate latitude and longitude of the 
Bay of Biscay; the Samoan Islands; Nashville, Tenn.; 
Three Rivers, Canada; Mont Pelee. Find a map indi¬ 
cating the voyages of Columbus. 

20. When did Malebranche live? Who was Ghenghis 
Khan? Who was called Leopold the Great? Mention 
three books written about him. 

21. In what story is the Princess Fairstar? What 
tree is called in folk-lore the Quicken-tree? Who was 
called the Great Unknown? What was the ^Tississippi 
Bubble? Find the legend of the Flying Dutchman; the 
plot of Dr. Jekyll and Mr. Hyde. 

22. Find a critical and biographical account of Edgar 
Allan Poe; of Robert Louis Stevenson; a critical esti¬ 
mate of Chapman’s translation of the Iliad; of Lewis 


82 THE USE OF BOOKS AND LIBRARIES 

Carroll’s writings; of Charles Egbert Craddock’s stories. 
Where can you find selections from the works of Cotton 
Mather ? 

23. Find a concise account of the conspiracy of Cati¬ 
line; a genealogical table of the Norman kings in Eng¬ 
land; a brief account of the War of Grecian Independ¬ 
ence, 1821-29. 

24. Find a brief article on Shakespeare suitable for 
children. 

25. Who wrote: 

“ Absence of occupation is not rest, 

A mind quite vacant is a mind distressed.” 

From what poem is it taken? Find two quotations about 
books, give author and title of the work from which they 
are taken. Give the author and correct form of the fol¬ 
lowing: “Hit the nail on the head”; “Safe bind safe 
find.” 

26. In what county is Dedham, Mass., situated, on 
what railroad ; has the American Express Company an 
office there: what is the population ? 

27. Find an outline of the history of printing. How 
many monasteries and religious houses were suppressed 
in England during the years 1525-40? 

28. Find a full account of “ counter-point.” Who 
composed the opera, Fidelio, and when was it first pro¬ 
duced? Find an account of the sonata -as a musical 
form. 

29. What does the phrase “ deacon ofif ” mean, and 
what is its origin ? Who used the pseudonym Mr. Spar- 
rowgrass? Explain: Tom Tiddler’s Ground; G. O. M. 

30. Find a history of the protective tariff in the United 


SPECIAL REFERENCE BOOKS 


83 


States. What is the single tax, and what are some of 
the objections to it? Find an account of the English 
poor-laws; the Elmira Reformatory; juvenile courts in 
the United States; a definition of profit-sharing. 

31. Find a full account of the siege of Lucknow; of 
the Spanish-American War. What can you find about 
the great wall of China? 

32. To whom was given the name “ Old Alan of the 
Mountain ” ? Explain the following allusions: Corporal 
Violet; Sage of Concord; Shakuntala; Prince Prettyman. 

33. What treaty of importance was signed during the 
“ Rump Parliament ”? 

34. Who wrote the poem beginning: “The sun has 
kissed the violet sea ” ? Give its title and the collection 
where it can be found. 

35. Who is Ernest Rhys? Kropotkin? 

36. Where can you find the text of the Articles of 
Confederation; Calhoun’s speech on the Right of Seces¬ 
sion; a history of the Monroe Doctrine? 

37. Find an explanation of the following: To pour 
oil on the troubled waters; the horns of a dilemma. 

38. Using the aids to debating mentioned in this chap¬ 
ter, find material which would help a student to prepare 
for a debate on: woman suffrage; government ownership 
of railroads; or direct primaries. 

39. Find arguments for and against individualism as 
a theory of government; the statement made in the plat¬ 
form of the Democratic party in 1884 about tariff re¬ 
vision ; an account of home rule for cities in the United 
States. 


Chapter VI 

GOVERNMENT PUBLICATIONS 

Government publications, usually spoken of as public 
documents, do not dififer from other reference books in 
their use and the reason for devoting a separate chap¬ 
ter to them is, that the method of selecting and obtaining 
them presents a somewhat different problem from that 
of selecting and buying other books. 

A public document is one that is printed at the ex¬ 
pense and by the authority of any branch of a city, state 
or national government. Many such publications are of 
great value to school libraries and many more are of 
small value; for this reason great care should be exer¬ 
cised in selection. Most documents can be obtained free 
for a school library. 

Municipal Documents.— The public library of a city 
should obtain all of the reports its city publishes; the 
high-school library will find publications of certain 
branches of the municipal government very useful. Re¬ 
ports and bulletins of the Board of Education, Board of 
Health, Public Library, Department of Charities and 
Correction, Parks and Playgrounds, Public Service and 
Finance, should supplement the textbook on Civics. 
These departments of the city government will send their 
reports to the school library if requested to do so. In 
small towns where no regular reports are published, but 

84 


GOVERNMENT PUBLICATIONS 


85 


only statements printed in the local papers, the librarian 
should preserve the clippings and file them. All of this 
material is necessary for reference and debate work, and 
to be made useful, must be classified and catalogued. 

State Documents.— Publications of certain branches 
of the State government should also be secured for the 
school library. Local conditions will determine what the 
librarian can obtain, but in most States a request sent 
to the head of the department will bring the desired 
documents. Publications of the following departments 
should be received regularly and kept on file: Depart¬ 
ment of Agriculture; Department of Education; Geolog¬ 
ical Survey; Library Commission; State Library and 
State University and Agricultural and Mechanical Col¬ 
lege. The legislative manual or “ red book ” is very use¬ 
ful and should be in the library. 

Federal Documents.— The United States government 
publishes a vast amount of valuable material, much of 
which is far too technical for the school library. Lor 
that reason, no school library should make the mistake 
of accepting the offer of being made a depository for 
United States documents. Many libraries boast of being 
a depository for government documents, when they have 
not even the room to shelve th.e voluiLes and never dream 
that their part of the bargain is to make all those volumes 
available for use. Properly to care for all government 
publications would be too great an expense for most 
school libraries; besides, the expense would be unwar¬ 
ranted by the use made of many of the volumes. 

Selection.— It is impossible to suggest a list of docu¬ 
ments suitable to all school libraries. A recommended 
list is given in this chapter, but the following additional 
helps should be consulted in making a selection: 


86 THE USE OF BOOKS AND LIBRARIES 


American Library Association Catalog. 1904. 

American Library Association Catalog Supplement. 
1904-11. 

The Book List (monthly). A. L. A. Publishing Board. 
Reece, E. J. State Documents for Libraries. 1915. 
Wyer, J. I., Jr. U. S. Government Documents in Small 
Libraries. A. L. A. Chic. 1914. (A. L. A. 

Handbook No. 7.) 

and the lists of the following government departments 
at Washington: 

Bureau of Education — Lists of publications. 

Bureau of Education — Teaching material in government 
publications, compiled by Frederick K. Noyes. 
(Bulletin, 1913, No. 47.) 

Bureau of Education — Guide to U. S. government pub¬ 
lications, compiled by W. I. Swanton. (Bulletin 
1918, No. 2.) 

Children’s Bureau — Lists of publications. 

Department of Agriculture — Lists of publications for 
free distribution. 

Department of Agriculture. Office of Experiment Sta¬ 
tions— Free publications of the department of ag¬ 
riculture classified for the use of teachers. 

Forest Service — Material for use in schools. 

Geological Survey — Topographic map circulars. 

Library of Congress — List of publications. 

Pan American Union — List of publications. 
Superintendent of Documents — Price Lists. 

In the Bureau of Education bulletin “ Teaching ma¬ 
terial in government publications ” listed above, full di¬ 
rections for ordering government documents are given. 

When a selection of documents has been made the 
librarian may get them free of cost either from (i) the 
offices at Washington that issue them, or (2) by a re¬ 
quest sent to the Congressman of the district. In case 


GOVERNMENT PUBLICATIONS 


87 


these two sources fail, the document may be bought from 
the Superintendent of Documents at Washington at a 
nominal cost. 

Suggested List of U. S. Documents for High School 
Libraries 

General Reference Material.— 

317.3 U. S. Census bureau. Abstract of the 13th cen¬ 
sus. 1910. 

Issued in 53 editions each with a different state supple¬ 
ment with full and detailed statistics for the state. Use¬ 
ful for ready reference to the most important statistics 
obtained by the last census. Apply directly to the Census 
Bureau. 

016 U. S. Library of Congress. Bibliography Divi¬ 
sion. Reference lists. 1898-date. 

“ Subject bibliographies on a great number of current 
historical, social and economic topics. Libraries can 
usually get them free on application. Though much of 
the material referred to will not, of course, be found in 
smaller libraries the lists are nevertheless useful in ref¬ 
erence and debate work. They include references to 
periodicals.’' Wycr. 

317.3 Statistical abstract of the United States. 

Issued annually. Gives summary of the most impor¬ 
tant statistics relating to the United States. Apply to 
the congressman of your district. 

Agriculture.— 

630 Farmers’ bulletins. 

Indispensable in high schools that give instruction in 
agriculture. Request the U. S. Department of Agricul- 


’88 THE USE OF BOOKS AND LIBRARIES 


ture that the library be put on their mailing list. Enter 
this serial on the periodical check-list and bind in vol¬ 
umes. Bulletins i to 250 have been indexed in Bul¬ 
letin No. 8 of the Division of Publications; volume in¬ 
dexes to each 25 bulletins have been issued from bulletins 
251 to date. Indexed in the Reader’s Guide to Periodical 
Literature since 1913. Printed author and subject cata¬ 
logue cards for each bulletin can be bought from the 
Library of Congress. Card Section. 

630 Yearbook of the Department of Agriculture. 

A cyclopedia of untechnical articles on special agricul¬ 
tural topics with excellent illustrations and a good index. 
A request must be sent annually to either the Department 
or to congressmen to obtain the yearbook. Indexed in 
the Reader’s Guide to Periodical Literature since 1900. 
Printed catalogue cards, both author and subject, for 
each article in the yearbook can be bought from the Li¬ 
brary of Congress. 

630 Country Life Commission. Special message from 
the President (Roosevelt) transmitting the report of the 
commission. 1909. 65 p. (60th Cong. 2d Sess. Sen. 

Doc. 705). 

Indicates how country life can be made more whole¬ 
some and prosperous. Order from the Superintendent 
of Documents. 10 cents. 

630 U. S. Animal Industry Bureau. Special report on 
the diseases of cattle. Rev. ed. 1916. 568 p. illus. Su¬ 

perintendent of Documents. $1. 

630 U. S. Animal Industry Bureau. Special report 
on the diseases of the horse. Rev. ed. 1916. 629 p. illus. 

Superintendent of Documents. $1. 

630 U. S. Federal Farm Loan Bureau. Farm loan 
primer. Ed. 2. 1916. 12 p. (Circular, No. 5.) 


GOVERNMENT PUBLICATIONS 


89 


630 U. S. Weather Bureau. Weather forecasting in 
the United States. 1916. 370 p. Ulus. Superintend¬ 

ent of Documents. 85 cents. 

In addition to these titles, special bulletins and cir¬ 
culars of the Experiment Stations Office bearing on the 
teaching of agriculture should be included. Write for 
their list of ‘‘ Publications on Agricultural Education ” 
and select from it. See also below under Education fur¬ 
ther material for the teaching of agriculture. 

Home Economics.— 

640 Barrows, Anna. Course in the use and prepara¬ 
tion of vegetable foods, for movable and correspondence 
schools of agriculture. 1912. 98 p. (Experiment Sta¬ 

tions Office. Bulletin No. 245.) 

Request of the Department or send 10 cents to the 
Superintendent of Documents, Washington, D. C. * 

640 Earm and Home Mechanics, some things that 
every boy should know how to do and hence should 
learn to do in school. 1911. 48 p., illus. (Indian Af¬ 

fairs Office.) 

“ Drawings and directions for making 29 common farm 
articles; 23 common farm processes with directions for 
learning them.” Noyes. Request of the Indian Affairs 
Office. 

640 Langworthy, C. F. Food Charts. Composition 
of Food Materials. 1910. 15 charts, each about 

23.6.x 17.9 in. (Experiment Stations Office.) Per set 
$1. 

There are illustrations of the various articles discussed. 

640 Langworthy, C. F. Food Customs and Diet in 


90 THE USE OF BOOKS AND LIBRARIES 


American Homes. 1911. 32 p. (Experiment Stations 

Office. Circular, no.) 

Request a copy from the department. “ An interest¬ 
ing popular discussion of our food habits and their origin; 
the American diet as compared with tlfat of foreigners, 
its adequacy, etc.” Noyes. 

640 Langworthy, C. F. The Functions and Uses of 
Food. Revised. 1906. ii p. (Experiment Stations 
Office. Circular, 46.) Request a copy from the De¬ 
partment. 

640 Outline Lessons in Housekeeping, including cook¬ 
ing, laundering, dairying and nursing, for use in Indian 
schools. 1911. 23 p.,, illus. (Indian Affairs Office.) 

640 Some Things that Girls Should Know How to 
Do, and hence should learn how to do when in school. 
1911. 23 p. (Indian Affairs Office.) 

640 Synopsis of a Course in Sewing. 1911. 38 p., 

illus. (Indian Affairs Office.) 

640 Teaching Rudiments of Cooking in Classroom, 
primary methods and outlines for use of teachers in In¬ 
dian schools. (Indian Affairs Office.) 

These last four pamphlets are exceedingly useful. 
While prepared for Indian schools they are just as useful 
in other schools. Request them of the Indian Affairs 
Office at Washington. 

640 Fuller, A. M. Housekeeping and Household Arts: 
a manual for work with the girls in the elementary schools 
of the Philippine Islands. Manila. Bureau of Printing. 
1911. 178 p. 16 pi. (Bureau of Education Bulletin 

No. 35.) 

Like the four titles above, very useful in the American 
school. Further material on the subject of Domestic 


GOVERNMENT PUBLICATIONS 


91 

Science will be found in bulletins of the U. S. Bureau 
of Education. 

640 LT. S. Bureau of Standards. Materials for the 
household. (Circular No. 70) ; Measurements for the 
household (Circular No. 55) ; Safety for the household 
(Circular No. 75). 

640 U. S. Federal Board for Vocational Education. 
Home economics series. No. t, 1919 to date. 

640 U. S. Food Administration. (Miscellaneous pub¬ 
lications.) 

Education.— 

370 U. S. Bureau of Education. Annual Report. 
1867 to date. 

“ A rich storehouse of contemporary educational his¬ 
tory, statistics, laws and information.” IVycr. A com¬ 
plete set should be on the shelves of every well equipped 
high school library. - There is a full index to the reports 
from 1867 to 1907 published as Bulletin No. 7 for 1909. 
Request from the Bureau of Education. 

370 U. S. Bureau of Education. Bulletin. 1906 to 
date. 

Issued irregularly and unbound. It should be entered 
on the periodical check-list and bound in volumes of suit¬ 
able size. It is indexed in the Reader’s Guide since 1912. 
Request the Bureau to put your library on their mailing 
list. These bulletins are practical and useful to all high 
school teachers; they treat of present problems in all 
phases of school work. Each month one number is de¬ 
voted to a monthly record of current educational publi¬ 
cations. The annual Bibliography of Education, 1907-12, 
is also a number of this series. 

370 U. S. Bureau of Education. Lessons in commun¬ 
ity and national life: Series A for the upper classes of 


92 THE USE OF BOOKS AND LIBRARIES 


the high school; Series B for the first class of the high 
school and the upper grades of the elementary school; 
Series C for the intermediate grades of the elementary 
school. Prepared under the direction of Charles H. 
Judd and Leon C. Marshall. 1918. 

370 Industrial Education. 1910. 822 p. (Commis¬ 

sioner of Labor. 25th Annual Report.) 

Apply to Congressmen for a copy or send seventy cents 
to the Superintendent of Documents. “ Describes and 
gives the history of each type of industrial school; then 
covers the ground for each individual institution.” Noyes. 

Selected publications of the U. S. Children’s Bureau 
and of the U. S. Federal Board for Vocational Educa¬ 
tion will be found useful. Write for the lists of their 
publications. 

Geography, Physical and Political.— 

917.9 Baker, Marcus. A Geographic Dictionary of 
Alaska. Ed. 2. 1906. 690 p. (Geological Survey. 
Bulletin 299.) 50 cents. 

572 Folkmar, Daniel. Dictionary of Races or Peo¬ 
ples. 19TI. 150 p. Maps. (Immigration Commission 

Report. Vol. 5. 61 st Cong., 3d Sess. Sen. Doc. 662.) 

Cloth 30 cents. 

557 Gannett, Henry. A Dictionary of Altitudes in the 
United States. Ed. 4. 1072 p. (Geological Survey. 
Bulletin 274.) 60 cents. 

A valuable gazetteer^ of the United States. Note: 
Gazetteers of the following states have been compiled by 
Mr. Gannett: Colorado, Delaware, Indian Territory, Kan¬ 
sas, Maryland, Texas, Utah, Virginia, West Virginia. 
All are printed as bulletins of the Geological Survey. 


GOVERNMENT PUBLICATIONS 


93 


386 Official Handbook of the Panama Canal. Ed. 2. 
Rev. and enl. Ancon, Canal Zone. 1911. 30 p. Dia¬ 

grams and maps. 

“ A running account of the canal, with full statistics. 
Valuable in either elementary or advanced work. To be 
obtained free from the Panama Canal Commission, 
Washington, D. C.” Noyes. 

919 Pronouncing Gazetteer and Geographical Diction¬ 
ary of the Philippine Islands, with maps, charts and illus¬ 
trations. 1902. 933 p. Superintendent of Documents. 

Cloth $2.10. 

912 Salisbury, R. D., and Atwood, W. W. The In¬ 
terpretation of Topographic Alaps. 1908. ’ 34 p. 40 
illus. Maps. (Geological Survey. Professional Pa¬ 
per, 60.) $2.75. 

557 Schrader, F. C., and others. Useful minerals of 
the United States. 1917. (Geological Survey. Bul¬ 
letin. No. 624.) 

917 U. S. Geological Survey. Guidebook of the West¬ 
ern United States. 4 parts. Maps. Illus. 1915. (Bul¬ 
letins. Nos. 61T-614). Part A, The Northern Pacific 
Route; Part B, The Overland Route; Part C, The Santa 
Fe Route; Part D, The Shasta Route and Coast Line. 

917 U. S. National Park Service. National Parks 
Portfolio by R. S. Yard. Ed. 2. 260 p. Illus. 1917. 

Superintendent of Documents. 55 cents. 


Maps.— 

912 U. S. Geological Survey. Topographic Sheets. 

Nearly 1800 sheets have been printed. They are sold 
by the Geological Survey at ten cents each or at six cent.*? 
each in lots of 50 or more. Selection should be made 


94 the use of books AND LIBRARIES 

from the “ Topographic map circulars ” issued by the 
department. These may be had on application. 

912 U. S. General Land Office. United States, show¬ 
ing extent of public surveys, Indian, military, and forest 
reservations, railroads, canals, national parks, and other 
details; corrected to June 30, 1911. Scale 37 m.= i in. 
59.4x82.3 in. 

A 5 X 7 foot roller map sold by the General Land Office 
at $1. 

912 U. S. Post Office Department. Postal rural de¬ 
livery map. (Ask for the map of your county from the 
Third Assistant Postmaster General. Finance Division.) 

History and Biography.— 

328 U. S. Congress. Biographical Congressional Di¬ 
rectory, 1774-1903, Continental Congress to the 57th Con¬ 
gress. 1903. 900 p. Cloth $1. 

Biographies of the executive officers of the government 
included from 1789 to 1903. Request of congressmen; 
if that fails purchase a copy from the Superintendent of 
Documents. 

328 U. S. Congress. Congressional Directory. 

“ Contains biographical sketches of all Congressmen, 
Cabinet officers and Supreme Court Justices: personnel 
of committees; a directory of the various government 
offices, with brief statements of their duties and a list 
of the diplomatic and consular service. Three editions 
embodying changes and corrections are issued during each 
session of Congress. One edition a session will suffice 
for most libraries. Available from Congressmen.” 
IVycr. 

970. 1 Hodge, F. W. Handbook of American Indians 
North of Mexico. (Ethnology Bureau. Bulletin 30.) 
1907-T0. 2 V. Ulus. Cloth $3. 


GOVERNMENT PUBLICATIONS 


95 


“ Monumental and invaluable cyclopedia of informa¬ 
tion on all phases of Indian life, with historical, linguistic 
and statistical data.” A. L. A. Catalog. 

920 U. S. Printing Joint Committee. John Paul Jones 
Commemoration at Annapolis, April 24, 1906. 1907. 

210 p. 

“ Much interesting biographic and historic matter. 
Good pictures. A book of real and permanent value.” 
Wyer. 

970.1 Morgan, L. H. Houses and House Life of the 
American Aborigines. 1881. 281 p. Ulus. (Geolog¬ 

ical Survey. Contributions to North American Ethnol¬ 
ogy.) Cloth $4. 

“ A very readable and interesting work of standard 
value. Deals also with tribal organization, the laws of 
hospitality, and communism in living. Takes up the Az¬ 
tecs, Moundbuilders, etc., in addition to the Indians.” 
Noyes. 

784 Sonneck, O. G. T. Report on the “ Star Spangled 
Banner,” “ Hail Columbia,” “ America,” “ Yankee Doo¬ 
dle.” 1909. 255 p. Ulus. (Library of Congress. 

Music Division.) Cloth 85 cents. 

Cannot be bad free; must be bought of the Superin¬ 
tendent of Documents. 

342 Thorpe, F. N., comp. Federal and State Consti¬ 
tutions, Colonial Charters and other Organic Laws of 
States, Territories and Colonies. 1909. 7 vols. 

Apply to your Congressman. 

737 U. S. Mint Bureau. Catalog of coins, tokens and 
medals in the numismatic collection of the mint of the 
United States, Philadelphia, Pa. 1914- 634 p. Ulus. 
Superintendent of Documents. $1. 


96 THE USE OF BOOKS AND LIBRARIES 


Note: The Red, White and Blue Series of pamphlets 
published by the U. S. Committee on Public Information 
is a useful series on the European War and should be 
secured by librarians if still obtainable. 

Health and Hygiene.— 

614 Howard, L. O. Economic Loss to the People of 
the United States through Insects that Carry Disease. 
1909. 40 p. (Entomology Bureau. Bulletin 78.) 10 

cents. 

614 Howard, L. O., and Marlatt, C. L. The Principal 
Household Insects of the United States. Revised. 
1902. 131 p. Ulus. (Entomology Bureau. Bulletin 

4.) 10 cents. 

614 Leake, J. P. Contagious Diseases: Their Pre¬ 
vention and Control in Children’s Institutions. 1913. 7 

p. (Public Health Bureau. Supplement 6 to the Public 
Health Reports.) 5 cents. 

614 U. S. Hygienic Laboratory. Milk and its relation 
to the public health. 834 p. 1909. (Bulletin 56.) 

Includes chapters on Dairy sanitation; Ice cream; in¬ 
fant feeding, etc. Write to the Laboratory. 

Note: Application should be made to the Public 
Health Bureau to be placed on their mailing list to re¬ 
ceive regularly the Supplement to Public Health Reports. 

Various numbers of the Farmers’ bulletins also treat 
of public health and hygiene. 

Science and Nature-Study.— 

507 Arbor Day. 1911. 4 p. (Forest Service. Cir¬ 
cular 96.) 3 cents. 

634 Jackson, E. R. Forestry in Nature Study. 191T. 
43 p. Ulus. (Farmers’ Bulletin 468.) 

506 Smithsonian Institution. Annual Report. 


GOVERNMENT PUBLICATIONS 


97 


“ Freely distributed to libraries by the Institution. It 
contains short, semi-popular, well illustrated articles on 
a wide range of natural history topics. The A. L. A. 
Publishing Board sells catalog cards for each article.” 
Wyer. 

634 Winkenwerder, H. A. Forestry in the Public 
Schools. 1907. 16 p. (Forest Service Circular 130.) 

5 cents. 

634 U. S. Geological Survey. Forest reserves. (In 
Annual report, v. 19, pt. 5 and v. 20, pt. 5.) 

“ Interesting descriptions of the great forests of the 
United States illustrated by many beautiful photographic 
reproductions of mountain and forest scenery.” IVyer. 

Note: Many of the publications of the Biological 
Survey Bureau will be particularly useful to the teacher 
of Nature-Study. 

Library Work.— 

017 A. L. A. Catalog; 8000 volumes for a popular 
library, with notes. 2 v. in i. 1904. (Library of Con¬ 
gress.) $1.^ 

A most valuable aid in book selection, book ordering, 
classification and cataloguing. Originally distributed free 
to every library in the country ; now purchased from the 
Superintendent of Documents. 

025 Cutter, C. A. Rules for a Dictionary Catalogue. 
Ed. 4. 173 p. 1904. (Bureau of Education. Special 

Report on Public Libraries. Pt. 2.) Free from the Bu¬ 
reau of Education. 

027 Statistics of Public, Society, and School Libraries. 
1915. 258 p. (Bureau of Education. Bulletin 1915, 

No. 25.) 

lA supplement to this catalogue 1904-11 is published by the American 
Library Association. Chicago. $1.50. 


98 THE USE OF BOOKS AND LIBRARIES 


A new edition is coming out. 

028 A list of Books Suited to a High School Library. 
Compiled by the University High School, Chicago, Ill. 
1913. 104 p. (Bureau of Education. Bulletin, 1913, 

No. 35 -) 

028 Wilson, Martha, comp. Library books for high 
schools. 1918. (Bureau of Education. Bulletin, 1917, 
No. 41.) 

Classification and Cataloguing.— 

Classification numbers are given for the documents in 
this list and the form of entry may be adopted as the 
author entry for the catalogue. Unless these documents 
are classified and fully catalogued they will be of very 
little use to either the teacher or pupil who is searching 
for just the information they contain. 

Use.— Those documents that come bound should be 
prepared for the shelves just as other books are; the 
serials — Farmers’ bulletins and Bureau of Education 
bulletins — should be treated just as all bound magazines 
are; whatever comes in pamphlet form should be put in 
with the rest of the pamphlet collection. 

Where a library makes a selection of this kind the 
complete indexes covering all Federal documents are not 
of great help, but it is very necessary to know how to use 
the individual indexes to each document, to know which 
documents are indexed in the periodical indexes, to cata¬ 
logue fully enough to bring out every bit of useful mate¬ 
rial under its specific subject heading in the catalogue 
and finally to know your documents so thoroughly that 
you can use them almost by instinct. For fuller informa¬ 
tion about government publications, see Everhart’s Hand¬ 
book of U. S. Public Documents (H. W. Wilson. $2.50), 


GOVERNMENT PUBLICATIONS , 99 

now out . of print, Wyer’s United States GoYejnrnent 
Documents (N. Y. State Library Bulletin 102), Clarke’s 
Guide -to the. Use..of U., S. GoYernment Publications 
(F. W. Faxon. $2.50), and Reece’s .State. Documents 
for Libraries. (UniY. of 111 . 1915). 

Problems 

1. What was the percentage of illiteracy in your State 
for last year? 

2. How much is spent annually for the schools of your 
city ? 

3. Find material (in documents) on teachers’ pensions. 

4. How many volumes were there in 1912 in each of 
the libraries of the Universities of Wisconsin, Alabama, 
Oregon, Texas, Maine? 

5. What does your city spend annually for its public 
library? For parks and playgrounds? For charities and 
correction? 

6. Find a description of the Indian custom, “ white 
dog sacrifice.” 

7. Where can you find a copy of the Constitution of 
Arizona ? 

8. What was the negro population of South Carolina 
in 1850? In 1910? 

9. What were the total number of acres in Nebraska 
farms in 1910? How much was the entire internal reve¬ 
nue from alcoholic beverages in 1905? In 1912? 

10. What are the official duties of the 3d Assistant 
Postmaster General? Of the Interstate Commerce Com¬ 
mission? Who was the chairman of the Education Com¬ 
mittee of the House for the 63d Congress, 2d session? 

IT. What maps will be most useful for Boy Scouts and 


100 THE USE OF BOOKS AND LIBRARIES 


Camp Fire Girls planning a week’s walking trip for their 
summer outing? 

12, Of what use is the A. L. A. Catalogue to teachers? 
To teacher-librarians? 


Chapter VII 

MAGAZINE INDEXES 

After the card catalogue there is no tool so useful in a 
library as what is commonly known as Poole’s Index. 
For material on current topics we have practically no 
place to go to except the magazines, and when you con¬ 
sider the multiplicity of weeklies, monthlies, and quarter¬ 
lies, you can readily realize how soon we should be hope¬ 
lessly at sea, were it not for some index to enable us to 
turn at once to the exact volume and page. With the 
very thorough indexing that is done to-day, it is almost 
impossible to imagine what it was like when there were 
no printed guides, only the more or less fallible memories 
of librarians to indicate to readers just where the maga¬ 
zine article they needed was to be found. 

Poole’s Index, History.—Poole’s Index, the first and 
most important series of magazine indexes, was the out¬ 
come of necessity and its origin is not without interest. 

In 1847, William Frederick Poole, the compiler of 
Poole’s Index, was a student at Yale College. Owing to 
the fact that he was older than some of his fellow stu¬ 
dents and because of his love for books, he was given the 
position of assistant librarian of the college library. He 
also became librarian of his college society called “ Broth¬ 
ers in Unity,” which had an especially fine library of 
some 10,000 volumes. While he was serving in these two 
capacities, he saw, to use his own words; “ That sets of 

lOI 


102 THE USE OF BOOKS AND LIBRARIES 


standard periodicals with which the library was well sup¬ 
plied were not used, although they were rich in treatment 
of subjects about which inquiries were ma(ie every day.” 
Mr. Poole, therefore, undertook a simple index to such 
material and the students soon flocked to him for help, 
which they could not get from the library catalogue or 
from anywhere else. This index was only in manuscript 
and as it soon began to wear out, “ printing,” Mr. Poole 
modeHly says.in. the'preface to the first volume of the 
Index, “ seetned to be the only expedient for saving the 
work.” ^ Therefore, in 1848, a thin little octavo volume 
of 154 pages appeared, called Index to Subjects Treated 
in Reviews and Other Periodicals. This indexed 560 vol- 
umes.; As soon.as the edition was announced, the orders, 
chiefly from abroad, exceeded the entire 500 copies 
printed. . The-first edition was so useful that a second 
edition was brought out in 1853, with six times the 
amount ofi material contained in the first, with the title. 
Index to. Periodical Literature. 

It is interesting to note in these days of advertisement, 
and even of self-advertisement, that in the first edition 
of this most important work, Mr. Poole omitted his name 
entirely, from the title-page. And indeed, the preface to 
the 1882 edition gives us the picture of a singularly mod¬ 
est and attractive personality. Indexing is, of course, 
one of the more technical branches of literary work, and 
we are apt to assume that the compilers of indexes and 
other . sinailar works of reference belong to the dry-as- 
dust order of humanity. Therefore Mr. Poole’s very 
human and. pleasantly written preface has an especial 
interest. A : r. 

Althoughthe libraries of the country clamoured for 
a new edition of Poole’s Index brought down to date,” 


MAGAZINE INDEXES 103 

Mr. Poole’s other duties rendered it impossible for him 
to undertake the work. In 1876, at the. first meeting of 
the American Library Association, Mr. Poole suggested 
a co-operative pfen whereby a new edition might be 
made. Fifty libraries, ranging in geographical location 
from Salem, Mass., to Liverpool and Edinburgh, were 
assigned certain sets of periodicals to index according 
to a code of rules, Mr. Poole 'serving as editor of the 
whole. 

Mr. Poole’s tribute to the contributors is a warm one 
and his description of the co-operative feature of the 
work is full of interest. He says: “ There was no sub¬ 
scription asked of any one, and not a farthing was con¬ 
tributed from any source, for no money was needed. 
There has been, however,” he continues, “ no gratuitous 
or charitable feature in it. Every contributing library 
will receive back the money value, some thirty-fold, some 
sixty-fold, some a hundred-fold, of the labour put into it 
by the librarian. This labour, which has been credited 
to his library, has been done usually in hours of his own, 
taken from rest and recreation. The librarian will have 
his pay in the consciousness that what he has done will 
benefit his library and hks readers and may help his pro¬ 
fessional reputation.” And Mr. Poole goes on to say 
that he ” doubts whether an organization with ample 
funds for payment of workers would have brought about 
more efifective results. When we begin to pay for serv¬ 
ice the knights leave the line and their places are filled 
with retainers and camp-followers.” 

There is a bit of human interest in connection with 
the Index which deserves mention. As Mr. Poole puts 
it: “ The acceptable and unexpected services of a con¬ 

tributor whose name does not appear in the list must 


104 the use OE books AND LIBRARIES 


not be overlooked. It was necessary in the progress of 
the work to make constant use of the express companies 
in transmitting copy to and fro between Chicago and 
Hartford. When the manager of the Adams Express 
Company heard of the character of the work and its co¬ 
operative feature, he claimed the privileges of a contribu¬ 
tor and directed that all parcels relating to the work 
should be transmitted without pay.” 

As a result of all this successful co-operation, in 1882 
the first volume of Poole’s Index, as it is known to-day, 
was published. Erom the first little volume of 154 pages 
it has grown to a tome of 1442 pages.^ 

Supplements.—Five supplements to Poole’s Index 
have appeared, at five year intervals, covering the years 
from 1882 to 1906. William I. Eletcher, who was asso¬ 
ciate editor with Dr. Poole in the third edition, was 
editor-in-chief of the supplements. 

Character.—Poole’s Index is the “ most comprehen¬ 
sive of any periodical index. It includes many magazines 
now discontinued and many that are only useful in the 
large or special library. The work is an index to sub¬ 
jects and not to writers, except when writers are treated 
as subjects. For example, Macaulay’s contributions to 
the Edinburgh Reznew appear not under his name, but 
under the subjects upon which he wrote, as Bacon; 
Church and State; Clive; etc. His name, however, ap¬ 
pears in many references, but they are all subject refer¬ 
ences, which treat of him as a man, a writer, historian 
or statesman. Critical articles on poetry, drama, and 
prose fiction appear under the name of the writer whose 
work is criticised, thus a review of Enoch Arden will 

1 See preface to 3cl edition of Poole’s Index, 1882, and the National 
Cyclopedia of American Biography. 


MAGAZINE INDEXES 


105 


be found under Tennyson, but a review of Froude’s 
History of England will appear only under England, as 
England is the subject. A poem, play, or story which 
can be said to have no subject appears under its own 
title.” (Condensed from preface to third edition.) The 
name of the author is given in parentheses after the 
subject or title entry, the name of the periodical, in ab¬ 
breviated form, volume and page, thus: Philosophy in 
England, and English Philosophers (D. G. Thompson). 
Internat. R. 9:619. At the beginning of each volume 
there is a list of the periodicals indexed, their full names, 
and the abbreviated forms. 

Poole’s Index Abridged.— An abridged edition was 
published in 1901, indexing 37 of the most used periodi¬ 
cals from their beginning through 1899: This was fol¬ 
lowed by a supplement for the years 1900-04. ” This is 

the best guide for the library which desires to build up 
a moderate-sized periodical collection of complete or 
fairly complete sets.” Walter. Periodicals for the Small 
Library. 

Poole’s Index is now discontinued. 

Readers’ Guide to Periodical Literature.— The 
Readers’ Guide came into existence in 1901. There are 
now three five-year volumes, 1900-04, 1905-09 and 
1910-14. The first indexes 67 English and American 
periodicals, the second 99 periodicals, and the third 116. 
Volumes two to three also index, “ in the same alpha¬ 
bet several hundred composite books, reports of learned 
societies, etc., published since 1900.” These volumes are 
supplemented by the monthly lists which index 100 or 
more periodicals. This list “ is fully cumulated every 
quarter, the December number serving as an annual 
index for the year.” 


io6 THE USE OF BOOKS AND LIBRARIES 


Readers’ Guide Supplement.—“ In January, 1913, a 
number of the more special periodicals were omitted for 
later inclusion in a bi-monthly supplement (first issue ap¬ 
pearing March, 1913), intended chiefly for the larger 
libraries; and a few popular but previously unindexed 
periodicals were included.” Walter. Periodicals for the 
Small Library. There is a cumulated volume covering 
the years 1907-14. 

The Readers’ Guide indexes by author as well as by 
subject, title entries are given when helpful, portraits and 
maps are indicated, important book reviews are included 
in volumes i and 2. The date of the magazine as well 
as the volume number is given thus: 

Connolly, James Brendan, 1868- 
Patsie Oddie’s black night. 

Scrib. M. 38:165-76, Ag. ’05. 

A list in the front gives the magazines indexed, their 
full names, and abbreviations used. 

Dramatic Index.—The annual Dramatic Index, which 
is included in the annual Magazine Subject-Index, (pub¬ 
lished by the F. W. Faxon Co.), is “ the fullest reference 
list available for its subject in both book and periodical 
material. Many moderate-sized libraries find this special 
feature of great value.” Walter. Periodicals for the 
Small Library. 

Indexes to Technical Magazines.— Beginning in 1913 
an Industrial Arts Index covering technical periodicals 
dealing with a variety of industries is issued by the H. 
W. Wilson Company. There are also good indexes to 
engineering periodicals. 

\J Agricultural Index.—“ A cumulative index to agricul¬ 
tural periodicals and bulletins. Issued five times a year, 


MAGAZINE INDEXES 


107 


the December number forming the annual cumulation.” 



Walter. Periodicals 


Newspaper Indexes.—The'^New York Times Index, 
1913-date. ‘‘A carefully made quarterly index, with 

entries under small subjects, exact reference to date, 
page and column, with plentiful cross references to names 
and related topics. The brief synopses of articles answer 
some questions without reference to the paper itself, 
Each volume consists of four parts.” Kroeger and 
Miidqe- 

St. Nicholas Index.— This is useful for work with 
children in libraries which have a complete set of St. 
Nicholas. 

Index to v. 1-27, H. W. Wilson Co. Index to v. 1-44 
in preparation. 

Wilson Package Library.— Under this name the H. 
W. Wilson Company keeps a collection of magazine 
articles chiefly those indexed in the Readers’ Guide, 
pamphlets, theses, etc., which may be rented for a limited 
period by libraries that can afiford only a very few 
magazines. 

For the sake of clearness a list of the most important 
magazine indexes is given here. 

List of Magazine Indexes.— 

Poole’s Index to Periodical Literature. 1802-81. 
Rev. ed. Bost. Houghton. 1891. 2 v. $16. 

Poole’s Index to Periodical Literature, ist Supplement. 
1882-87.' Bost. Houghton. 1888. $8. 

Poole’s Index to Periodical Literature, 2d Supplement. 
1887-92. Bost. Houghton. 1893. $8. 

Poole’s Index to Periodical Literature, 3d Supplement. 
1892-96. Bost. Houghton. 1897. $10. 


io8 THE USE OF BOOKS AND LIBRARIES 


Poole’s Index to Periodical Literature, 4th Supplement. 
1897-1902. Bost. Houghton. 1903. $10. 

Poole’s Index to Periodical Literature, 5th Supplement. 
1902-07. Bost. Houghton. 1908. $10. 

Poole’s Index to Periodical Literature, abridged edi¬ 
tion. 1815-99. Bost. Houghton. 1901. $12. 

Poole’s Index to Periodical Literature, Supplement. 
1899-1904. Bost. Houghton. 1905. $5. 

Readers’ Guide to Periodical Literature, v. i, 1900-04; 
V. 2, 1905-09; V. 3, 1910-14. N. Y. H. W. Wilson. 
1905 - 15 - 

Readers’ Guide to Periodical Literature (monthly). 
Nt-Y. Wilson. Prices on service basis. Apply to pub¬ 
lisher. 


Exercises 

Note: In every case the student should note all the 
indexes consulted, indicating the one where the reference 
was found. 

1. Look up in any of the magazine indexes discussed 
a reference to one magazine article on any of the follow¬ 
ing subjects: Settlement work; the tariff; Hague Peace 
Conference; the South; the teaching of history. Write 
down the author and title of the article selected. Give 
below the full name of the magazine where the article 
is to be found, the volume and inclusive paging. Note 
the title of the index you used and the years it indexes, 
e.g.. Readers’ Guide, 1900-04, and go to the shelves and 
get the article referred to. 

2. Look up two articles for a debate on one of the fol¬ 
lowing subjects: Direct primaries; income tax; woman 
suffrage. (State the question and then find one article 
on the affirmative and one on the negative side.) Give 


MAGAZINE INDEXES 


109 


titles of articles, full names of magazines where the arti¬ 
cles are to he found, volumes and pages. Give title and 
volume of index and indexes consulted. 

3. If you were in a library which had no books by 

Thomas Nelson Page and Rudyard Kipling, where could 
you find for a reader these two stories: “ They,” by Kip¬ 

ling, and “ Meh Lady,” by Page? Give exact reference. 

4. Find a magazine article on the Montessori method. 
Give author and title of article and state in what maga¬ 
zine it is to be found. What index did you use? 

5. Find a magazine article on the poetry of Browning, 
Tennyson, or W. S. Landor. Give author and title of 
the article. Name the volume and pages of the magazine 
where it is to he found. What indexes did you consult? 

6. Give the reference to the most recent magazine arti¬ 
cle on Woodrow Wilson that you can find. Give name 
and volume of index consulted. 

7. Where can you find an article on the “ fourth dimen¬ 
sion”? Give name of magazine, volume, and pages. 
Give name and volume of index consulted. 


Chapter VIII 

ARRANGEMENT OF BOOKS ON THE 
SHELVES 

If you were to walk into a room filled with books, 
piled indiscriminately on the tables and shelves, and if 
some one were to tell you that these books were the 
nucleus of your school library, doubtless there would at 
once occur to you the difficulty of finding any volume in 
the midst of such chaos. And if you felt at all responsi¬ 
ble for the success of the library your first impulse would 
probably be to sort the books by their subjects, putting 
the poetry on one shelf, history on another, and books 
dealing with science on a third. The classifying of any 
library is nothing more than a systematic sorting and ar¬ 
ranging of the books according to their subject matter. 

Extent of Classification.—Very small libraries may 
perhaps stop after‘sorting the books into broad groups — 
history, poetry, fiction, biography, science, etc., but most 
libraries need to separate the books into smaller classes, 
dififerentiating for instance, the dififerent sciences, and the 
history of different countries. In order to do this more 
detailed sorting of books consistently, it is necessary to 
have some definite system of grouping. 

The Decimal Classification.— The scheme of group¬ 
ing most frequently used by libraries is the Decimal 
Classification devised by Mr. Melvil Dewey.^ This sys- 

1 Another important system of classification, though less widely used 
HO 


ARRANGEMENT OF BOOKS 


III 


tern divides the field of knowledge into lo main classes 
which are represented by figures thus: 

000-099 General works, that is books which treat of too 
many different subjects to be placed in any 
one group, i.e., dictionaries, cyclopedias, and 
bound magazines. 

100-199 Philosophy. , 

200-299 Religion. 

300-399 Sociology, including Economics, Government, 
Education, and Sociology in its narrower 
sense. 

400-499 Philology. 

500-599 Science. 

600-699 Useful Arts, including Mediciile, Engineering, 
Agriculture, Domestic Science.^ 

700-799 Pine Arts. 

800-899 Literature. 

900-999 History. 

The groups are again divided into particular branches, 
philosophy, e.g., into psychology, metaphysics, logic, etc. 

The Books on the Shelf.— Each book, of course, has 
indicated upon it in some way the class in which it be¬ 
longs. A book treating of religion receives the number 
200 (or 204 or 220 or 250, as the case may be) ; other 
books labelled 200 are naturally placed beside it on the 
shelf, and as a result we find all the books in the library 
on the subject of religion grouped together. To take 
another example: All arithmetics will receive the num¬ 
ber 511, all algebras 512; thus all the arithmetics in the 
library will stand together on the shelf, immediately fol¬ 
lowed by all the algebras. 

Subdivision of the Main Classes.— The classification 


than the Decimal, is the Expansive Classification, originated by Mr. C. .A. 
Cutter. In this the letters of the alphabet are used instead of figures. 


112 THE USE OF BOOKS AND LIBRARIES 


is often made more minute by the use of more figures 
following a decimal point, thus: 

973 U. S. History. 

973.1 U. S. History — Discovery. 

973.2 U. S. History — Colonial. 

973.3 U. S. History — Revolution. 

and so on. 

Biography and Fiction.— There are two classes of 
books which are not usually given numbers. These are 
individual biography and fiction. Lives of individuals are 
usually marked with a capital B and then arranged alpha¬ 
betically by the surnames of the individuals about whom 
they are written. This brings all the lives of Washing¬ 
ton together under W, all those of Lincoln under L, etc. 

Fiction is usually arranged alphabetically by the au¬ 
thor’s surname. Sometimes an F is used for a group 
symbol just as B is used for a group symbol for indi¬ 
vidual biographies. 

Arrangement by Author’s Name.— In the case of the 
several arithmetics, mentioned above, we must decide in 
what order they shall stand on the shelves. They are 
arranged alphabetically by the surname of the author. 
Thus an arithmetic written by .Abbott would precede one 
written by Bolton, and Wentworth’s arithmetic would 
follow them both. 

The Call Number.— If you will notice the next library 
book you hold in your hand you will probably find that 
it has on it a combination of letters and figures written 

thus: . This number distinguishes the book from 

other books in the library. It is known as the “ call num¬ 
ber ” of the book. The top row of figures (973) indi- 


ARRANGEMENT OF BOOKS 


113 


cates, as we see by turning to the outline of the 10 classes, 
that the book is a history. We have already learned that 
all books in the same class are arranged alphabetically 
by the surname of the author; therefore, presumably, F 
is the first letter of the author’s name. But what is the 
significance of the figures following the F? They are 
used merely to avoid confusion when there are several 
authors whose names begin with the same letter. For 
this purpose a scheme of letters and figures in tables has 
been arranged so that books can be alphabeted at a glance. 
This scheme is known as the Cutter Tables, and it is 
from these columns of figures that we get that second 
part of the call number. F54 is the combination given in 


these tables for the name Fiske and our call number 

stands for Fiske’s History of the United States. If we 
had a history of the United States by Fisher, we would, 
on referring to the Cutter Tables, give it the call number 


Q73- 

F53 


The only reason for using this scheme instead of 


just alphabeting the books by the author’s names, as we 
go along, is to save time. Suppose for instance you were 
putting away books which were classed in 330. Now one 
of these we will say is by Laurence, and one by Larrabie; 
an instant’s thought tells us that Larrabie precedes 
Laurence, but it is easier to see plainly marked on the 


backs of the books and ^^'^^than mentally to alphabet 
the two names.2 Books are therefore arranged numer- 


2 Tn some libraries the Biscoe Time Numbers are used for all books 
in the 500 and 600 classes. These numbers indicate the date of the 
book and so bring the books in the sciences and useful arts into a 
chronological order instead of an alphabetic one. Their use is advisable 
for the special or large library only. 


II4 THE USE OF BOOKS AND LIBRARIES 


ically on the shelves by the number on the top line of the 
call number, then alphabetically by the letter on the lower 
line and numerically again by the figures following the 



Illustration C 


How the Shelves are Read.— Books on the shelves are 
read from left to right and from top to bottom like a page 
printed in columns. 

Exercise. 

For a class exercise it is recommended that the instruc¬ 
tor indicate several books in each class of the ten for the 
students to find on the shelves. A different set of books 
should be given to each student. 

3 Many libraries discard the Cutter numbers for fiction and biography. 
Some libraries do not use these numbers at all, simply alphabeting books 
by the authors’ names. 
























































































Chapter IX 

THE CATALOGUE 

If you were looking for material on the method of 
electing the President of the United States and applied 
to the librarian of your school or college library, he would 
doubtless put into your hands Bryce’s•Americ^r^,Common- 
wealth. Sitting down with the two siz|tble'^yiOlumes be¬ 
fore you, you would not turn over the plages, one by one, 
until you found the information you wished; you mjght, 
it is true, glance over the table of contents, but if you 
were in a hurry, in all probability you would turn at 
once to the index in the back of the second volume, and 
looking down the columns until you came to “ President, 
mode of election-—40, 46-52,” consult the pages referred 
to. Suppose, however, that you have come to the library 
in search of a particular book, Monroe’s Textbook in the 
History of Education, for example. You are not sure 
that the library owns a copy, and if it does you have no 
idea where the book is kept. In order to find it you 
would not walk about the library looking at shelf after 
shelf, and bookcase after bookcase. Just as you found a 
special section of Bryce’s American Commonwealth by 
consulting the index to that book, you will find a special 
book by consulting the index to the library, that is the 
catalogue. 

Why Catalogues Are Made on Cards.— It was at one 
time customary to print library catalogues in book form, 

115 



ii6 THE USE OF BOOKS AND LIBRARIES 


but the difficulty of inserting entries for new books in 
their proper alphabetical places, and the expense of re¬ 
printing has made the card catalogue almost universal. 
This grows as the library grows, since for each new book 
as it is acquired, the cards are easily added to the cata¬ 
logue. 

The Card Catalogue.— You are probably familiar 
with the appearance of the card catalogue — a case of 
small drawers, lettered in some such way as this: 
A-Anti, Anto-Az, B-Bir, Bir-Bro, etc., thus telling you 



which drawer to consult. All the cards in the catalogue 
are arranged alphabetically by their headings, like the 
words in a dictionary, and the catalogue is therefore called 
a dictionary catalogue. Cards are read from the front 
of the drawer to the back. 

Card for Author.—Every book in the library is repre¬ 
sented by one or more cards in the catalogue. One card 
tells the author of the book, another the subject, and a 
third the title, if the title is distinctive. In the upper 
left hand corner of each card is written the call number 
of the book it describes, and this number indicates the 






THE CATALOGUE 


117 

location of the book on the shelves. Thus if a reader 
wishes to find out whether the library has Creasy’s Fifteen 
Decisive Battles of the World, he turns the cards in the 
drawer to the following card (see Figure i) : 


904 Creasy, Sir Edward Shepherd 
C91 Fifteen decisive battles of the world from 
Marathon to Waterloo. . . 324p.D. N.Y.1877. 


Figure i. Author card 

The call number ^^4 designates the book and locates it 

on the shelf. The information following the title tells 
you certain things about the book: the number of pages, 
the size (D standing for duodecimo, O for octavo, F for 
folio), the place of publication (New York in this in¬ 
stance), and the date of publication (1877). This card 
is known as the author card. 

Card for Title.— If the reader does not recall the 
author of this particular book, but knows some one has 
written a book with this title he turns the cards until he 
finds the following (see Figure 2) : 


904 Fifteen decisive battles of the world. 1877. 
C91 Creasy, Sir E:S. 


Figure 2. Title card 

Again the call number designates the book. 

Card for Subject.— In the third instance if neither the 








ii8 THE USE OF BOOKS AND LIBRARIES 


author nor the title is known and the reader wishes to 
find material about the battles of the world, he turns 
the cards to the heading “ Battles,” in red, and finds this 
card (see Figure 3) : 

904 Creasy, Sir E:S. 

C91 Fifteen decisive battles of the world from 

I Marathon to Waterloo. . . 324p.D. N.Y.1877. 

! 

Figure 3. Subiect card. (Underscored words in red) 

Questions Answered by the Catalogue.— Thus the 
cata'logue answers the questions: (i) Has the library a 
l^ook or books by a certain author? (2) Has the library 
a book,by a given title? (3) What book has the library 
on a particular subject? 

Books With More Than One Subject Card.— Of 
course a book treating of .more than one subject often 
has several subject cards, for example, French’s Homes- 
and Their Decoration, which has one subject card under 
“ House Decoration,” and another under “ Furniture.” 
Sometimes one of these additional subject cards refers to 
a specific chapter of the book: thus Athletic Games in 
the Education of Women, by Dudley and Kellor, would 
have its main subject card under ” Physical Education,” 
nnd under “ Basket Ball” a reference like .Figure 4. : 

i -—_L 

I Basket bal l i 

: 371.74 Dudley, Gertrude & Kellor, F. A. 

D84 Basket ball (See their Athletic games in 

the education of women. 1909.p.179-211) 

Figure 4. Subject card for part of a book. (Underscored words 
in red) 










THE CATALOGUE 


' 119 


Subject Cards for Biographies.— In biographies the 
name of the person who is the subject of the book is 
written in red on the top line (see Figure 5). 


Washington, George, 1st pres, of the U. S. 
B Scudder, H. E. 

W31s George Washington. 253p.D. Bost.1889. 

(Riverside library for young people.) 


Figure 5. Subject card for a biography. (Underscored 
words in red) 


Sometimes a book is written about more than one per¬ 
son, for example, Cody’s Four American Poets, which 
would have a subject card for Bryant, one for Long¬ 
fellow, one for Whittier, and one for Holmes. These 
cards would be like the card in Figure 4, and Figure 6 
shows the author card. 


928 Cody, Sherwin. 

C67 Four American poets. 254p.il.D. N.Y.1899. 
Contents: 

William Cullen Bryant 
Henry Wadsworth Longfellow 
John Greenleaf Whittier 
Oliver Wendell Holmes. 


Figure 6. Author card for collective biography 


Reference Cards.— If you do not find exactly what 
you want under the subject you have in mind, you may 
perhaps find it under a related subject, to which the cata¬ 
logue directs you by means of a reference like that in 
Figure 7. 









120' THE USE OF BOOKS AND LIBRARIES 


Manual training, see also 
Carpentry; Drawing; Industrial education; Trade 
schools; Wood carving. 


Figure 7. Reference from one subject to related subjects. 

(Underscored words in red) 

The reader, of course, does not know which of the 
two names for the same thing the library uses. It would 
be, for instance, legitimate to put all books about schools 
in the country under the heading “ Country Schools,” or 
under the heading “ Rural Schools,” though it would be 
confusing to use both. So the catalogue again serves as 
a guide by means of such reference cards as Figure 8. 


Country schools see 
Rural schools. 


J^igure 8. Reference from a heading not used to one that is. 
(Underscored words in red) 

A similar instance is the reference from an author’s 
pseudonym to his real name, under which the library 
usually prefers to list his works. See Figure 9. 


Twain, Mark, pseud, see 
Clemens, Samuel Langhorne. 


Figure 9. Reference from pseudonym to author’s real name 
















THE CATALOGUE 


I2I 


Card for Editor, Translator, and Compiler.— When 
a man has edited, translated or compiled a book the fact 
is indicated by the abbreviation, ed., tr., or comp., fol¬ 
lowing his name; Figures lo and ii. 


821 Stedman, Edmund Clarence, comp. 

S81 Victorian anthology. 744p.O. Bost.1895. 


Figure lo. Card for compiler 


883 Bryant, William Cullen, tr. 

H76 Homer. 

Iliad; tr. into English blank verse by W:C. 

Bryant. 2v. in 1,0. Bost.1898. 

Figure ii. Card for translator 

Books With More Than One Author.— Books fre¬ 
quently have two authors, in which case both names are 
found on the top line of the card (Fig. 12) and the 
catalogue contains an additional card under the second 
author.^ 


822 Beaumont, Francis & Fletcher, John. 

B37 Best plays. . .ed. with an introd. by J. St. L. 
Strachey. . . 2v.il.D. Lond.1893. (Mermaid 
series.) 


Figure 12. Joint authors 

1 In some catalogues only the first author’s name appears on the top 
line of the card and then on the card for the second author, the words 
joint author follow the name. 











122 THE USE OF BOOKS AND LIBRARIES 


Series Card.— The series to which a book belongs is 
indicated on the author card and the main subject card 
(see Figs. 5 and 6), and if the series is an important 
one a card is made listing all the books in that series 
which the library owns (Fig. 13). 

International education series; ed. by W. T. 
i Harris 

" V.5 Froebel, F:W:A. Education of man. 1903. 

V.26 Blow, S.E. Symbolic education. 1894. 

V.28 Davidson, Thomas. Education of the Greek 
^ people. 1894. 

Figure 13, Series card 

, Order of Cards in the Catalogue.— The biography of 
a person precedes the books he has written; for example, 
ail the cards representing biographies of Dickens will 
be found in the catalogue before the cards representing 
his novels. Cards representing a man’s work as author 
usually precede those representing his work as editor 
or .translator, and cards representing his work as editor 
or translator precede those representing books of which 
he was joint author or joint editor, thus: 

1. Stedman, Edmund Clarence 

(The) nature of poetry 

2. Stedman, Edmund Clarence ed, 

American anthology 

3; Stedman, Edmund Clarence, & Hutchinson, E. M.. eds. 

Library of American literature. 

Value of Other Information Given by Catalogue 
Cards. Edition.— You often find following the title 
of a book the abbreviations, “new ed.” (new edition), 
or “New ed. rev. and enl.” (revised and enlarged). If 
the library contains more than one edition of a book, it 





THE CATALOGUE 


123 


is important to have that fact indicated so that the reader 
may call for the edition he wants. 

Paging and Volumes.— The number of pages or vol¬ 
umes, joined with the letter D, O, or F, indicating the 
size, gives you an idea of the extent of the book. This 
is often useful. For a hasty review of United States 
history you would not choose AlcAIaster’s History of the 
United States in eight volumes. ' 

Illustrations and Maps.— After the number of pages 
you will often find the abbreviation il. or illus. (for 
illustration) or the word maps, or both. It is convenient 
to know whether or not a book is illustrated and in the 
case of historical books it is important to know whether 
they contain maps. 

Date.— This tells you whether or not the book is a 
recent one. This information is especially important in 
the case of scientific books when the date frequently de¬ 
termines the value of the book. 

Exercises 

1. What works by Sir Walter Scott, other than fiction, 
does the library contain? 

2. Has the library any of Shakespeare’s plays edited 
by Rolfe? 

3. Give call number, author and title, of two books on 
any one of the following subjects: Education; Folk¬ 
lore; Geography; School Gardens; Manual Training. 

4. How many different translations of Homer’s Iliad 
are there in the library? Who are the translators? 

5. What is the most recent book on biology in the 
library? Give author, title and call number. 

6. Who wrote the Conduct of Life? 


124 the use of books and libraries 


7. Mention two United States histories in the library 
with maps and illustrations and give the call numbers. 

8. Are there any accounts of the life of the author of 

the Crown of Wild Olive in the library? If so, copy 
the call number of one. ^ 

9. How many volumes of Heath’s Pedagogical Library 
are there in the library? Of the International Scientific 
Series ? 

10. Look up one of the following subjects: Nature 
Study; Kindergarten; Colleges and Universities; School 
Hygiene; Botany. Mention two other headings in the 
catalogue under which you will find material allied to the 
subject you are looking up. 

11. Has the library any books by Mark Twain? By 
Charles Egbert Craddock? 

12. What works written by Kate Douglas Wiggin in 
collaboration with Nora Archibald Smith are in the 
library? 

13. Give the call number and title of a collection of 
poetry which the library contains. Who is the editor 
or compiler? 

14. Give the call number, author, and title of a book 
(not an encyclopedia or biographical dictionary) con¬ 
taining accounts of the lives of more than three persons. 


Chapter X 

BIBLIOGRAPHIES 

If you will examine one of your textbooks you will 
probably find at the end of the book a section headed in 
some such way as this: “Books for Teachers,” “List 
of Books,” “ Authorities Consulted,” or, “ Bibliography.” 
These lists serve a two-fold purpose; they indicate, 
usually, the ground which the writer has covered as a 
part of his preparation for writing the book, and they 
also furnish suggestions for further reading and investi¬ 
gation on the part of the reader or student. 

Meaning of Bibliography.— The word bibliography 
comes from the Greek noun, “ book,” and the Greek 
verb, “ to write.” It originally meant “ the writing of 
books,” from that it came to mean the “ science which 
relates to the history, materials, and description of books 
in general ”; while its third meaning, and the one which 
we most commonly use is “ a classified list of authorities 
or books on any theme.” ^ 

Complete Bibliographies.— Some bibliographies are 
complete or as nearly complete as human ability can 
make them. These are frequently the product of schol¬ 
arship and long* years of labor. The catalogues of the 
greatest libraries in the world, the British Museum, the 
Bibliotheque Nationale, etc., are consulted, if possible, 

1 See Century dictionary and James Duff Brown. Manual of practical 
bibliography. Introduction. 


125 


126 THE USE OF BOOKS AND LIBRARIES 


the books themselves are examined. The compiler makes 
every effort to discover the record of every item that 
has ever been printed at any time or in any place about 
his subject. Examples are: 

Rand, Benjamin, comp. Bibliography of Philosophy, Psy¬ 
chology and cognate subjects. N. Y. 1905. 

Cooke, G. W. comp. Bibliography of James Russell 
Lowell. Bost. 1906. 

Partial Bibliographies and Reading Lists.— Bibli¬ 
ographies range all the way. from such monumental 
works as these to a few pages dealing with only one 
aspect of a subject. Such lists are called partial bibliog¬ 
raphies. The term reading list or reference list is often 
applied to brief, popular lists which do not aim at com¬ 
pleteness. 

Periodicals, Society Proceedings, and Parts of 
Books.— Bibliographies, complete and partial, reading 
lists, and reference lists will not, it is obvious, consist 
wholly of entries referring to books. Periodical articles, 
proceedings of association's, like the National Education 
Association, will furnish a part of the material included. 
Sometimes a part of a book only will be listed. If, for 
instance, you were compiling a list of references on “ Kate 
Greenaway,” you would include the chapter “ Kate 
Greenaway ” in “ De Libris ” by Austin Dobson, and dis¬ 
regard for your present purpose the rest of the book. 

Annotated Lists.—Bibliographies and reference lists 
differ also in the following respect: Some indicate only 
the bare fact that such books exist or have existed; 
others, give brief notes describing and evaluating the 
entries in order to serve as a guide to the reader or stu¬ 
dent. Bibliographies of this latter sort are said to be 


BIBLIOGRAPHIES 


127 


“ annotated.” For an example, see C. K. Adams. Man¬ 
ual of Historical Literature. (Described on page 129.) 
Sometimes the brevity of a list serves as an evaluation: 
we would expect “ A select list of books on nature-study,” 
if compiled by some one fitted to do the work, to bring to¬ 
gether for us the best material to be had on the sub¬ 
ject. 

We shall mention here only a few bibliographies which 
deal with the subjects most useful to teachers; bibliogra¬ 
phies of history, literature, education, and some general 
ones will be discussed. 

General Bibliographies.— Some bibliographies are not 
confined to a single subject, but include books in all 
fields: ^ 

Sonnenschein, W. S. The best books,^ a reader’s 
guide to the choice of the best available books (about 
100,000) in every department of science, art, and litera¬ 
ture with the dates of the first and last editions and 
the price, size and publisher’s name (both English and 
American) of each book, a contribution towards system¬ 
atic bibliography. Ed. 3. N. Y. Putnam. 1910-13. 
Pt. 1-2. $3.50 each. To be completed in 3 parts. 

“ A classified list with complete author and subjects 
index. It inclucres books that are in print; a few out of 
print books are given. There are brief characterizations 
of some of the books. The very best books on each sub¬ 
ject are indicated by stars.” Kroegcr. The standard 
full bibliography. 

American Library Association. Catalogue. ' Wash., 
D. C. Supt. of Documents. 1904. $1. 

A much smaller general bibliography than Sonnen¬ 
schein. A list of 7,520 books on all subjects exhibited 


128 THE USE OF BOOKS AND LIBRARIES 


at the St. Louis Exposition, 1904, as a model library. 
The books are first arranged by classes; in the second 
part of the catalogue the books are arranged in an alpha¬ 
betical list under author, title, and subject. Date, pub¬ 
lisher and price are given for all the books and a brief 
descriptive note for most of them. 

American Library Association. Catalogue. Supple¬ 
ment. Chic. A. L. A. Publishing Board. 1912. 
$ 1 .50- 

Covers the years 1904-1911. A fairly generous selec¬ 
tion of the best books published during the period it 
covers rather than a select, balanced list. 

The Book List; a Guide to the Best New Books (10 
numbers yearly). Chic. A. L. A. Publishing Board. 
$i a year. 

“ An annotated list, issued by the American Library 
Association, of the new books best suited to the average 
library. The notes are compact but furnish a good guide 
to book purchase. Specially desirable new editions are 
also included. The notes are consolidated from reviews 
by experts from all parts of the country. Until October, 
1917, called the A. L. A. Booklist.” Walter. Periodicals 
for the Small Library.'^ 

Bibliographies in Encyclopedias.— There is one 
source of general bibliographical information available to 
every student who has access to a good encyclopedia. 
This is the bibliographical lists at the ends of articles. 
The Encyclopedia Britannica and the New International 
have excellent lists. 

2 The “ Best Books ” of the year, a selected list published annually 
by the New York State Library, is a valuable bibliography of recent books. 
For full description see chapter 13. 

The Wisconsin Library Bulletin publishes a useful list for small libraries 
of limited income. 


BIBLIOGRAPHIES 


129 


Bibliographies of History, General.— 

Adams, C. K. Manual Historical Literature. Ed. 
3. N. Y. Harper. 1889. $2.50. 

Arranged by countries; under country arrangement is 
chronological. The chapters are divided into two parts, 
except chapter one, the first giving descriptions of books; 
the second, suggestions for a course of reading. There 
are excellent critical notes and an alphabetical index of 
authors. Valuable for the earlier authorities, must be 
supplemented by other bibliographies for books published 
since 1889. 

Andrews, C. M., Gambril, J. M., Tall, L. L. Bibliog¬ 
raphy of History for Schools and Libraries, with de¬ 
scriptive and criticah annotations. Published under the 
auspices of the Association of History Teachers of the 
Middle States and Maryland. New ed. N. Y. Long¬ 
mans. igii. 60 cents. 

Classified arrangement. Annotations. No author in¬ 
dex. 

American History.— 

Channing, Edward, Hart, A. B., and Turner, F. J. 
Guide to the Study and Reading of American History. 
Rev. and augmented ed. Bost. Ginn. 1912. $2.50. 

“ A classified bibliography with author, title and sub¬ 
ject index, invaluable as a guide to the best reading on ^11 
periods and aspects of the history of the United States.” 
Krocgcr and Mudgc. 

Lamed, J. N. The Literature of American History; 
a Bibliographical Guide. Chic. A. L. A. Publishing 
Board. 1902. $6. 

‘‘ A very serviceable hook, excellent in analysis, choice 
of titles, execution, and index. Brief, signed apprecia- 


130 THE USE OF BOOKS AND LIBRARIES 


tions of about 4000 books.” Channing, Hart & Turner. 
Guide to the study and reading of American history. 

The appendix contains lists of books for “ A good 
school library ”; “ A collection for a town library ”; “A 
good working library.” Supplements have been pub¬ 
lished covering the years from 1900-04. 

This bibliography includes and characterizes poor books 
as well as good ones. 

Winsor, Justin. Readers’ Handbook of the American 
Revolution, 1761-83. Bost. Houghton. 1893. $1.25. 

Arranged chronologically. “ A continuous foot-note 
to all histories of the American revolution.” Points out 
sources, gives secondary authorities as well. 

English History.— 

Cannon, H. L. Reading References for English His¬ 
tory. Bost. Ginn. 1910. $2.50., 

“ Chronological arrangement with author and subject, 
index. Planned for the teacher and librarian.” Kroe- 
ger. 

Gardiner, S. R., and Mullinger, J. B. Introduction to 
the- Study of English History. Ed. 4. Lond. Kegan, 
Paul. 1903. 7 s 6 d. . 

Part 2, p. 207-442 consists of a descriptive list of au¬ 
thorities, by J. B. Mullinger, with an author index. 
Covers years from before 450 a. d. to 1822 

Gross, Charles. Sources and Literature of English 
History from the Earliest Times to About 1485. N. Y. 
Longmans. 1900. $5. 

“ A systematic survey of the printed materials relating 
to the political, constitutional, legal, social, and economic 
history of England, Wales, and Ireland . . . this bibliog¬ 
raphy does not profess to be exhaustive; it comprises 


BIBLIOGRAPHIES 


131 

only select lists of books.” Preface. “ An excellent 
bibliography with notes explaining the contents of the 
books and estimating their value.” Kroeger. 

Bibliographies of Literature.— 

Hodgkins, L. M. Nineteenth Century Authors. Bost. 
Heath. 1891. 68 cents. 

“ Twenty-six prominent English and American authors 
are included. Books and articles of value in studying 
each are included.” Kroeger.^ 

It must always be kept in mind that some of the most 
valuable bibliographies are not published separately, but 
as parts of books, for example, Schelling’s “ Biblio¬ 
graphical essay,” and ” List of plays, written, acted, and 
published in England between the years 1558 and 1642,” 
which cover 190 pages of his Elizabethan Drama. 

Bibliographies of Education.— 

Columbia University Library. Books on Education in 
the Libraries of Columbia University. N. Y. Columbia 
Univ. 1901. $1. (Library Bulletin, No. 2.) 

A classified list of more than 13,000 titles, with full 
author index. 

Cubberley, E. P. Syllabus of Lectures on the History 
of Education, with selected bibliographies and suggested 
readings. Ed. 2. Rev. and enl. N. Y. Macm. 1904. 
$2.60. 

Contains a general bibliography in the history of edu¬ 
cation and for each period, a list of references to sources 

.'i The prnide to the best fiction; The guide to historical fiction, by E. A. 
Baker; and Nield’s Guide to the best historical novels and tales, and the 
A. L. A. Catalogue and supplement and Sonnenschein’s best books are 
of course bibliographies of literature. See also the A. L. A. Index to 
General Literature. 


132 THE USE OF BOOKS AND LIBRARIES 


and secondary authorities, followed by suggestions for 
reading. 

Monroe, Paul, ed. Cyclopedia of Education. (See 
page 75-) 

There are lists of references at the end of important 
articles. 

Monroe, W. S. Bibliography of Education. N. Y. 
Appleton. 1907. C1897. $2.10. (International Edu¬ 
cation Series.) 

A classified list with author index. Many of the titles 
have a brief annotation. 

United States Bureau of Education. Bibliography of 
Education. 1907 to 1912. 

An annual list published by the Bureau as one of its 
bulletins. (See p. 91.) From 1899-1906 this bibliog¬ 
raphy was published each year in the Educational Re¬ 
view. From 1899 to 1907 it was compiled by Mr. J. I. 
Wyer, Jr., and others, since then, the library of the 
Bureau of Education has assumed the responsibility of it. 

“ An aim to present a thoroughly representative selec¬ 
tion from the main classes of educational literature pub¬ 
lished in English during the years covered by the bi])li- 
ography. Of publications in foreign languages, those 
judged to have special significance for American edu¬ 
cators are mentioned.” Introduction to Bib. of Ediic. 
1909-10. 

These lists have a classified arrangement with an 
author and subject index. Articles in ])eriodicals are in¬ 
cluded, a list of current proceedings and reports of edu¬ 
cational associations with their contents is given. Refer¬ 
ences are made to reports of state and city school systems 
and reports of college presidents. Descriptive and criti¬ 
cal annotations are given for some of the entries. Con¬ 
tinued by. United States Bureau of Education. Monthly 
Record. 1912 to date. 


BIBLIOGRAPHIES 


133 


In January, 1912, the Bureau of Education began pub¬ 
lishing a monthly record of current educational publica¬ 
tions, including books, periodical articles, proceedings 
and reports of associations. The arrangement is a classi¬ 
fied one, with general author and subject index for each 
number, but no annual cumulation. 

Bibliographies of educational subjects are published 
as bulletins of the Bureau of Education. Some of them 
are: Bibliography of Science Teaching; Bibliography of 
Exceptional Children and Their Education; Bibliography 
of Education in Agriculture and Home Economics; A 
Teacher’s Professional Library; Bibliograjdiy of Child 
Study, etc. 

Trade Bibliographies.— There is a class of bibliogra¬ 
phies known as trade bibliographies. These are lists 
issued by publishers or booksellers, and their object is 
not to aid in selection, but to furnish information about 
prices, binding, editions, etc., useful to those buying or 
selling books. Publishers’ catalogues should not be used 
as a guide in choosing the best books on any subject.* 
The chief trade lists in this country are: The United 
States Catalogue of Books, in print January i, 1912; 
entries under author, subject and title in one alphabet, 
with particulars of binding, price, date, and publisher. 
White Plains, N. Y. Wilson. 1912. Supplement, 

1913-17- 

The Cumulative Book Index, monthly, 9 times a year. 
White Plains, N. Y. Wilson. 

Cumulates for the year and forms an annual supple¬ 
ment to the United States Catalogue. 

The American Catalogue, first published i88q-8i, list¬ 
ing books in print in 1876, has had seven succeeding 
issues for an average period of five years each, the whole 
series covering the years from 1876-1910. The Publish- 


134 the use of books AND LIBRARIES 


ers’ Trade List Annual is a collection of publishers’ cata¬ 
logues for the year bound together in alphabetical order. 
Foreign countries have corresponding trade lists. 

How to Make a Bibliography or Reference List.— 
Probably most teachers have looked up material on some 
subject connected with their school work, though they 
may not have called it making a bibliography. In col¬ 
lecting even a brief list of references, however, a system¬ 
atic method of procedure saves time and energy, and 
•an orderly arrangement of material increases the value 
of the list. The following points should be noted: 

1. Familiarity with the Subject.— If the subject 
is unfamiliar, read the account to be found in a general 
reference book such as an encyclopedia, if an educational 
topic, in Monroe’s Cyclopedia of Education. 

2. Statement of Subject.— State the subject clearly, 
indicating definitely its scope. This will help you to keep 
the limits of your subject in mind. 

3. Collecting IMaterial. — 

(a) Whole Bjooks .— (i) Consult the library catalogue 
and examine the books on your subject which the library 
contains. (2) Some of these may contain bibliographies 
which will suggest other titles. (3) Note the list of 
books given at the end of the encyclopedia article. (4) 
Consult any of the special bibliographies listed in this 
chapter which are available and which bear on your sub¬ 
ject (e.g., for recent books on an educational topic the 
chief source of information would be the Bibliography of 
Education published by the United States Bureau of 
Education). 

(b) Parts of Books .— Use the American Library As¬ 
sociation Index to General Literature to find parts of 
books dealing with your subject. 


BIBLIOGRAPHIES 


135 


(c) Periodical Articles. — Use the periodical indexes 
which the library contains to find material on your sub¬ 
ject which has been published in magazines. 

• The choice of aids will vary, of course, according to 
the subject of the bibliography or reference list. 

4. Recording Material.— 

(a) Use Slips or Cards. — Each reference should be 
entered on a separate slip. The completed list may be 
copied into a note book or on sheets, but slips or cards 
should be used for collecting material. 

(b) Accuracy. — Make each entry accurately and put 
it in good form to save copying and to save going over 
the same ground twice. It is advisable to note on the 
back of the slip the exact source of the reference, e.g., 
Library Catalogue; A. L. A. Index; Poole’s Index, v. i; 
Reader’s Guide. 1905-09; etc. 

^ (c) Form of Entry. — 

1. For book: example 

Bourne, H. E. 

The teaching of history and civics in the 
elementary and the secondary school. N. 
Y. Longmans. 1902. 

2. For part of a book: example 

Saintsbury, George. 

(The) contrasts of English and French 
literature. (See his Miscellaneous essays. 
1892. p. 300-35.) 

3. For periodical reference: example 

McCook, H. C. 

Language of insects. (See HarpeFs 
Monthly, Sept., 1907; y. 115, p. 53975^-) 

4. For reference to proceedings of associations: 

example 

Miller, C. A. A. J. 

Study of exceptional children. (See X. 


136 THE USE OF BOOKS AND LIBRARIES 

E. A. Addresses and proceedings, 1908, 
P. 957-630 

5. Arrangement of jMaterial.— This will depend 
somewhat on the subject. Usually the best arrangement 
is to group the books and parts of books alphabetically 
by authors and then the periodical articles alphabetically 
by authors. 


Exercises, 

Group I. 

1. Name an authoritative history of the French Revo¬ 
lution. Give author, title, date, and number of volumes. 
Where did you find the information? 

2. Name three books, giving author and title, on the 
history of printing. Where did you find them listed? 

3. Where can you find a list of references on Scholasti¬ 
cism ? 

4. Name a book, giving author and title, on the Loyal¬ 
ists in the American Revolution. Where did you find 
the information? 

5. Name three references to source material on the 
Plymouth colony. Where did you find the references? 

6. Where can you find a critical essay on Washington 
Irving’s Sketch Book? State where you found the ref¬ 
erence. 

7. Give author and title of a book on educational psy¬ 
chology published in 1910. Where did you find the book 
listed ? 

8. Mention (i) a book, (2) a magazine article, on 
some topic in education written by William C. Bagley 
since 1909. Where did you find the information? 


BIBLIOGRAPHIES 


137 


Group 2 

After consultation with the instructor choose a topic 
and make a brief list of references, following the direc¬ 
tions given in this chapter under How to Make a Bibli¬ 
ography. 


Chapter XI 

EVOLUTION OF THE BOOK 

Ancient Writing.— At some time in the morning of 
history, primitive man developed the power to express 
pictorially what he had learned to say orally or by signs. 
These early records may have resulted from a need for 
putting facts down in “ black and white,” or they may 
have been the simple development of the imitative in¬ 
stinct. Whatever the cause, the savage, using material 
he had, scratched on bone, and painted on wood and 
bark and left the record of his civilization. 

Materials.— From these pictures and signs developed 
letters and alphabets and the art of writing. The Ten 
Commandments were graven on two tablets of stone. 
The records of the Assyrians and Babylonians were 
written with the stilus on tablets of moist clay. These 
tablets were then baked and the writing preserved. 
Many ancient peoples used leaden tablets, which they 
inscribed by means of the stilus. Pausanias records hav¬ 
ing seen the original manuscript of Hesiod’s Works and 
Days written on leaden tablets. Wooden and ivory tab¬ 
lets, two leaves or more, hinged with wire and covered 
with a preparation of wax, were in universal use in 
Rome during the Augustan Age and even later. Writing 
was done on the wax with a metal or wooden stilus, one 
end of which was pointed for writing and the other left 

138 


m\ 


EVOLUTION OF THE BOOK 


139 



Illustration 9 



Illustration 10 






























































140 THE USE OF BOOKS AND LIBRARIES 

broad and unsharpened for erasing the impressions made 
in the wax. 

The tablets of metal and wood and the stone inscrip¬ 
tions that have come down to modern times, are records 
chiefly of the public acts, accounts, etc,, of the govern¬ 
ment and the sacred accounts of the temples. Works of 
the imagination, the real literature of the Greeks and 
Romans and other ancient peoples, were written on other 
material — papyrus and parchment. However, there 
continued in use in England until the sixteenth century 
an interesting form of the wooden tablet — the horn 
book. (See illustration, p. 241.) 

Papyrus.— The ancient Egyptians discovered a writ¬ 
ing material in the beautiful reed that grew along the 
banks of the Nile. From this reed they manufactured 
a papyrus paper earlier than 2300 b. c. The process of 
manufacture is very clearly described by Professor J. H. 
Middleton: “The long stem of the plant was first cut 
up into convenient pieces of a foot or more in length; 
the pith in each piece was then very carefully and evenly 
cut with a sharp knife into thin slices. These slices 
were then laid side by side, their edges touching but not 
overlapping, on the smooth surface of a wooden table 
which was slightly inclined to let the superfluous sap 
run off. as it was squeezed out of the slices of pith by 
gentle blows from a smooth wooden mallet. When by 
repeated beating the layer of pith had been hammered 
down to a thinner substance, and a great deal of the 
sap had drained off, some fine paste made of wheat flour 
was carefully brushed over the whole surface of the pith. 
A second layer of slices of pith, previously prepared by 
beating, was then laid crosswise on the first layer made 


EVOLUTION OF THE BOOK 


141 































142 THE USE OF BOOKS AND LIBRARIES 


adhesive by the paste, so that the slices in the second 
layer were at right angles to those of the first. The 
beating process was then repeated, the workmen being 
careful to get rid of all lumps or inequalities, and the 
beating was continued till the various slices of pith in 
the two layers were thoroughly united and amalgamated 
together. 

“ For the best sort of papyrus these processes were 
repeated a third and sometimes even a fourth time, the 
separate slices in each layer being cut much thinner than 
in the coarser sorts of paper which consisted of two 
layers only. The next process was to dry and press the 
paper; after which its surface was carefully smoothed 
and polished with an ivory burnisher; its rough edges 
were trimmed, and it was then ready to be made up into 
sheets or rolls. There was nothing in the method of 
manufacture to limit strictly the size of the papyrus 
sheets either in breadth or length; the workman could 
lay side by side as many slices of the pith as he liked, 
and slices of great length might have been cut out of the 
long stem of the papyrus. Practically, however, it was 
found convenient to make the paper in rather small 
sheets, twelve to sixteen inches.” ^ 

Writing was done on one side only of a sheet of 
papyrus, in broad columns, with margins quite like the 
page of a modern book. Then the sheets of papyrus 
were glued together along the side edges, broad margins 
being left on both sides of each sheet for this purpose. 
About twenty sheets so joined formed the average length 
of a roll. To the right edge of the last sheet was glued 

1 Middleton, J. H. Illuminated manuscripts in classical and mediaeval 
times, p. 22-23. 


EVOLUTION OF THE BOOK 


143 


a thin strip of wood and another strip to the left edge of 
the first sheet. Ihe manuscript was rolled tightly round 



the right hand stick and was called in T.atin “ volumen,” 
a thing rolled up, from which we get our word volume. 

Papyrus was ex])orted from 
Egypt to Greece, Rome, and 
the cities of Asia Minor. Its 
use continued in Europe into 
medieval times as late as the 
eleventh century. 

Parchment."— The skins of 
sheep and goats were used 
from very early times for writ¬ 
ing material. Herodotus (460 
B. c.) in his account of the in¬ 
troduction of the art of writing 
into Greece by the Phoenicians, 
mentions the fact that the loni- 
ans called papyrus paper “ pre¬ 
pared skins,” because they had Illustration 13 

2 Cf. Vellum. Properly speaking vellum was made from the skins of 
calves but the terms parchment and vellum were loosely used and the 
distinction between them came to be that vellum was used for the finer, 
smoother, thinner material. 
























144 the use of books AND LIBRARIES 


once been in the habit of using skins for writing on.® 
The early name for this writing material was “ mem- 
brana,” but the later Greek and Latin name, “ perga- 



Illustration 14 



mena,” from which parchment is derived, was given to it 
because the skins were specially prepared at Pergamon. 
Eumenes II, King of Pergamon, 197-159, B. c., reintro- 

3 Middleton, J. H. Illuminated manuscripts, p. 14, 


















EVOLUTION OF THE BOOK 


145 


duced the use of skins for writing material and developed 
and improved the preparation of them, because he could 
not import papyrus from Egypt. Varro tells the story 
which Pliny ^ quotes, that the Egyptian kings, jealous of 
the great library at Pergamon and wishing to prevent its 
growth, refused to export papyrus to Eumenes. 

Parchment had distinct advantages over papyrus as a 
writing material. It was more durable, tougher for 
bearing the heavy strokes of a pen, and both sides could 
be used for writing. While papyrus manuscripts were 



Illustration 16 


always of the roll-form, manuscripts written on parch¬ 
ment began to assume the book-form even in classical 
times.® The parchment was cut into leaves, the leaves 
were folded once, four of these were nested together 
and sewed in the fold. This combination, called ^ 
quaternion, in Latin (the source of the word quire), is 
the beginning of the “ section ” of the modern book. 

Pen.s and Ink. — For inscribing on stone some form 
of chisel was used; the stilus, a pointed metal rod, was 

4 Natural history. Book 13, Chapter II — quoted in Middleton — Il¬ 
luminated manuscripts, p, 24. 

5 Cim, A. Le livre, v. i, p. 25 and 61. 













146 THE USE OE BOOKS AND LIBRARIES 


used for writing on wax and clay tablets; and a reed or 
quill pen for writing on papyrus and parchment. 

The ancients used a black ink for most writing, a 
thick variety, much like India ink made of lamp-black 
and gum and water. Red, blue and purple inks were 
used on ancient manuscripts, the red for writing in head¬ 
ings, notes and titles, the other colors for'decoration. 

Manuscript Books. Ancient Times.— The profes¬ 
sion of scribe was a very important one in Greece and 
Rome. It corresponded to the professions of printer and 
publisher of, modern times. We know from contempo¬ 
raneous accounts, that copying was done cheaply and 
quickly. No authentic records have been left in regard 
to the manner in which ancient scribes worked, but it is 
safe to infer that not only did they copy directly from 
the manuscript placed before them, but a reader often 
read from a manuscript for a number of scribes to copy 
simultaneously. 

Medieval Books.— After the destruction of Rome by 
the barbarians, when the priceless public libraries and 
their books were ruthlessly destroyed, both pagan and 
Christian scholars the more carefully protected from de¬ 
struction the contents of their private libraries. At Con¬ 
stantinople the destruction was never so great as at Rome. 
Many fires did damage, but all through the dark ages 
Byzantine scholarship preserved the Greek classics. Even 
in its overthrow by the Turks in 1453, nianuscripts were 
not to any great extent deliberately destroyed at Constan¬ 
tinople. They were sold and scattered over the East and 
West.® 

Monastic Scribes.— As early as 386, St. Jerome 
founded a monastery at Bethlehem where he introduced 

6 Sandys, J. History of classical scholarship, v. i, p. 437. 


EVOLUTION OF THE BOOK 


147 


the work of copying manuscripts. He .recommended 
“ that form of industry as one of the most suitable occu¬ 
pations of the monastic life.’' ^ In other eastern monas¬ 
teries the transcribing of manuscripts was assigned the 
monks among their manual labors. Thus were exam¬ 
ples set to be worked out in greater perfection in the 
monasteries of the West. 

Cassiodorus founded a monastery at Squillace in 540 
(?) A. D., where he encouraged his monks to study the 
classics, not particularly for the sake of learning them, 
but for a better understanding of the Scriptures. He 
himself was an expert copyist and he encouraged his 
monks to do careful work. 

At the famous monastery of Monte Cassino, founded 
by Benedict, the great work of the Scriptorium, which 
flourished later, not only in the Benedictine order, but 
also among the Cluniacs, Cistercians, and others, was 
instituted. 

In the monasteries of these Orders there was pro¬ 
vided either one large room, called the Scriptorium, 
usually above the Chapter House; or individual alcoves, 
called carrels, around the cloister, where the work of 
copying manuscripts was performed. All transcribing 
was done under the direction of one supervising officer 
called the armarius, and the rule was laid down that no 
copyist could alter or change anything. The armarius 
provided the parchment, the pens, ink and markers for 
ruling and setting off the margins of the pages; he de¬ 
cided on the size and style of the letters; the monks 
simply followed directions. In the scriptorium a num¬ 
ber of copies of the same manuscript were made simul¬ 
taneously by the monks copying from dictation, the 


7 Sandys. History of classical scholarship, v. i, p. 621. 


148 THE USE OF BOOKS AND LIBRARIES 

armarius usually doing the reading aloud. Where a 
monastery was provided with carrels instead of a scrip¬ 
torium, each monk copied directly from the manuscript 
before him, as was frequently the case also in the scrip¬ 
torium. 

The following vivid account of the daily task of the 
monastic scribe is taken from Madan’s Books in Manu¬ 
script, pages 37-41: “ A section of plain parchment is 
brought to him [the monk] to be written on, each sheet 
still separate from the others, though loosely put in the 
order and form in which it will be subsequently bound. 
First, when the style and general size of the intended 
writing has been fixed, which would be a matter of cus¬ 
tom, the largest style being reserved for psalters and 
other books to be used for public services on a desk or 
lectern, the sheets have to be ruled. Down each side of 
the page, holes were pricked at proper intervals with an 
awl, and a hard, dry, metal stilus used to draw the lines 
from hole to hole, with others perpendicular to mark the 
margins; space was also left for illuminations when the 
place could be judged beforehand. . . . The scribe has 
now his ruled leaves before him, his pen and ink in 
readiness, and the volume to be copied on a desk beside 
him: he may begin to transcribe. How simple it seems! 
He is forbidden to correct, but must simply copy down 
letter for letter what is before him; no responsibility, 
except for power of reading and for accuracy is laid on 
him. Yet all who know human nature, or who have 
studied palaeography, will acknowledge. that the proba¬ 
bility against two consecutive leaves being really cor¬ 
rectly transcribed .is about a hundred to one . . . the 
wonder is, not that there is so much cause for critical 
treatment of the text of an ancient author, but that there 


EVOLUTION OF THE BOOK 


149 


is so little. When the copyist had finished a quaternion, 
the writing was often compared with the original by 
another person. . . . Next, the sheets were given over to 
the rubricator, who inserted titles, sometimes conclud¬ 
ing notes (called colophons), liturgical directions, lists of 
chapters, headlines and the like; and finally, if need were, 
to the illuminator. Nothing then remained, but that the 
binder’s art should sew together the sections and put them 
in their covering. . . . 

“ The common binding in the Middle Ages for books 
of some size and interest was leather, plain or orna¬ 
mented, white or brown, fastened over solid wooden 
boards, with raised bands, four or five in number, across 
the back. The sewing of the sheets and passing of the 
thread over these bands usually results in a firmness and 
permanence which no ordinary modern book possesses: 
not infrequently the solid oak sides may have given way 
from too great rigidity under violent treatment, while 
the sewing remains perfectly sound. In general, how¬ 
ever, the oak sides are as permanent as the back and the 
solid pegging by which the parchment strings projecting 
from the thread-sewn back are wedged into the small 
square holes and grooves cut in the oak sides, is a 
sight worth seeing for workmanship and indestructi¬ 
bility.” 

Sometimes secular scribes were employed to come into 
a monastery and help with the work of copying; and the 
ornamentation, or illumination, as it is called, of manu¬ 
scripts was often done by outside help, “ when the abbey 
could not itself provide men capable of finishing off the 
manuscript by rubrication and painting.” ® 

In the tenth, eleventh, and twelfth centuries the great- 

8 Madan. Books in manuscript, p. 36. 


150 THE USE OF BOOKS AND LIBRARIES 


est coi)ying was done in the monasteries throughout Ire¬ 
land, England, France, Germany, and Italy. Toward 
the end of the thirteenth century, the universities began 
to supervise the texts copied for their use, and gradually 
the industry passed from the monasteries into the hands 
of secular scribes licensed and controlled by the uni¬ 
versities. 

It is to the monasteries first and then the universities 
before the Renaissance, that we are indebted for the 
preservation and multiplication of the manuscripts of 
Greek and Roman classics and the beginnings of all 
modern literatures. 

The Printed Book.— The intermediate step between 
books written by hand and books printed from movable 
type, was the block-book — a book printed from blocks 
of wood, with both text and illustration carved upon the 
same block. 

Block-Books.— Block-printing had been practised by 
the Chinese as early as the sixth century, a. d., but it was 
not until the beginning of the fifteenth century that block- 
books were printed in Europe and so it is reasonable 
to suppose that block-printing in Europe developed quite 
independently of the Chinese invention. Even after the 
invention of movable types block-books continued to be 
issued during the fifteenth century. The number of dif¬ 
ferent block-books in existence is estimated at almost one 
hundred. 

Among the best known of the earlier block-books are 
the Ars Moriendi, the Biblia Pauperiim, the Apocalypse 
of St. John, and the Canticum Canticorum. The Specu¬ 
lum Humanae Salvationis (Mirror of Salvation) is per¬ 
haps the most famous block-book because of the impor¬ 
tant place it holds in the history of printing. It is like 


EVOLUTION OF THE BOOK 


151 

the block-book proper in that the pictures are printed 
from blocks-; but the text, except in the case of one of 
the four editions, is printed from movable type, like the 
ordinary printed book. The sheets of the Speculum were 
arranged in quires, though printed on one side only, in¬ 
stead of being made up of the usual single sheets of the 
earlier block-books. 

Movable Types.— When printing from movable types 
first began is still obscure. Contemporary accounts in 
the archives of Avignon show that experiments in print¬ 
ing with some kind of movabl.e types, were being made 
there in the year 1444; and claims have been made in 
Holland for the invention by Laurens Jan^zoon Coster 
of Haarlem as early as 1440; but the earliest specimen 
of printing from movable types, known ,to exist, was 
printed at Mainz in 1454. This is the famous Letter of 
Indulgence, issued by Pope Nicholas V to the supporters 
of the King of Cyprus against the Turks. A copy of 
this, bearing the date of November 15, 1454, is now pre¬ 
served in the Meerman-Westreenen Museum at The 
Hague. “ In the years 1454 and 1455 there was a large 
demand for these Indulgences, and seven editions were 
issued. These may be divided into two sets, the one con¬ 
taining thirty-one lines, the other thirty lines; the first 
dated example belonging to the former. These two sets 
are unmistakably the work of two different printers, one 
of whom may well have been Peter Schoeffer, since we 
find the initial letters which are used in the thirty-line 
editions used again in an Indulgence of 1489 certainly 
printed by him. Who then was the printer of the other 
set? He is generally stated to have been John Guten¬ 
berg ; a-nd though we have no proof of this, or indeed of 
Gutenberg’s having printed any book at all, there is a 


152 THE USE OF BOOKS AND LIBRARIES 


strong weight of circunistantial evidence in his favour.” " 

Gutenberg’s fame rests upon two editions of the Bible, 
known as the 42-line and the 36-line Bible, which were 
printed by him at Mainz, the former probably in part¬ 
nership with Fust. They are both Latin editions and 
the figures indicate the number of lines in a column to 
the page. The 42-line Bible is more generally called the 
Mazarin Bible, because the first copy that attracted at¬ 
tention belonged to the library of Cardinal Mazarin. The 
36-line Bible is called the Bamberg or Pfister’s Bible, be¬ 
cause Albert Pfister of Bamberg at one time owned the 
type. 

About 1450, John Fust, a wealthy citizen of Mainz, 
supplied the money with which Gutenberg carried on 
his work of printing. In 1455, Fust sued Gutenberg to 
recover the loan, and won the suit, whereupon the press 
passed out of the possession of Gutenberg. The busi¬ 
ness was continued by Fust and Peter Schoeffer, his son- 
in-law, who had been in the employ of Gutenberg. This 
firm issued its first and most perfect work in 1457 — S. 
Psalter — and the first book with a printed date. 

From Mainz, the art of printing was soon carried to 
other parts of Germany, to France, to Italy, and to Eng¬ 
land. To Italy and France, German printers introduced 
the art and set up printing presses; but to England an 
Englishman, William Caxton, born in Kent, brought the 
art that he had learned in Cologne and set up a press in 
Westminster. 

Famous Printing Presses.— Of early presses outside 
of Mainz, the most famous were those of Sweynheim and 

9 E. Gordon Duff. Early printed books, p. 22. The student is referred 
to the Encyclopedia Britannica under the article Typography ‘ for a full 
discussion of the invention of printing. 


EVOLUTION OF THE BOOK 


153 


Pannartz, established at Rome in 1465; Aldus Manutius, 
at Venice in 1494; Antony Koberger, at Nuremberg in 
1472; Crantz, Gering and Friburger at Paris in 1470; 
William Caxton at Westminster in 1477; Wynken de 
Worde, successor to Caxton, in 1491; Richard Pynson at 
London in 1493. 

In the 16th and 17th centuries the most celebrated 
presses were the Elzevir in Leyden; the Estienne in Paris.; 
the Plantin in Antwerp; and the Cambridge and Oxford 
University Presses in England. The first press in North 
America was established at Cambridge, Massachusetts, in 
1639. Its important productions were The Bay Psalm 
Book, printed in 1640; Eliot’s Indian Bible in 1663; and 
The New England I’rimer between 1687 and 1690. 
Printing was begun in Boston in 1676; in Philadelphia in 
1685 and in New York in 1693. After the revolutionary 
war printing presses were rapidly established throughout 
the country. 

Famous presses of the i8th century were those of John 
Baskerville at Birmingham (England) ; of Robert and 
Andrew Foulis at Glasgow; of Bodoni at Parma; of the 
Didots at Paris; and in America of Benjamin Franklin, 
established in Philadelphia in 1728 under the firm name 
of Franklin and Meredith. 

Among the well-known presses of the 19th and 20th 
centuries, the following are famous for the excellence and 
beauty of their typography: 

The Chiswick Press was founded about 1810 by Charles 
Whittingham at Chiswick. In 1843 at this press the use 
of old face Caslon type was revived. The Diamond 
Classics,— miniature editions, noted for their utility and 
beauty — printed for the publisher, William Pickering, 
are the most characteristic volumes of this press. 


154 the use of books AND LIBRARIES 


In 1890 William Morris established his Kelmscott Press 
at Hammersmith. Of the fifty-three books printed there, 
all are noted for the ornamental character of their type 
and border decorations, and of them the edition of 
Chaucer, printed in 1896, is the most famous. 

Among the private presses of England the Doves Press, 
under the management of Mr. J. Cobden Sanderson, is 
the next most distinguished after the Kelmscott. The 
character of its work is less decorative than that of the 
Kelmscott, but more pleasing in its typographical sim¬ 
plicity. 

In America the DeVinne Press, founded by Theodore 
L. De Vinne in New York in 1883, has a world-wide repu¬ 
tation for the excellence of its press-work. The Merry- 
mount Press, established at Boston in 1893 by Mr. D. B. 
Updyke, has been a prominent contributor to the best 
printing in America. “ The aim of the Press has been to 
undertake the work of to-day in the spirit of the best days 
of printing.” 

Later Developments.— The subsequent development 
of printing is largely a record of new and improved 
processes and machinery. Stereotyping, electrotyping, 
the invention of the linotype and the monotype have re¬ 
duced the work of cutting and setting type by hand; 
have minimized the wear and tear on types; and in many 
other ways revolutionized the art of printing. The evo¬ 
lution of the press from the wooden screw, hand press 
of Gutenberg to the cylindrical, electric press of to-day 
has been the second great factor in the advancement of 
printing. The student will find a full account of these 
developments in any good encyclopedia. 

Types.— For our particular purpose and study it is 
necessary, however, to know at least the important sizes 


EVOLUTION OF THE BOOK 


155 


and styles of type used in printing books. Until 1886 
the various sizes of type were designated by names, but 
owing to the fact that the standards were not accurate, 
types of the same name, and supposedly of the same size, 
made by different foundries, could not be used side by 
side. Then the U. S. Type Founders Association 
selected the pica as a standard of measurement and by 
dividing it into twelve equal parts and using a twelfth 
part —^2 of an inch — called a “ point ” as a unit, they 
established a base for determining the sizes of all other 
bodies of type. All bodies are estimated on multiples 
of this “point”—the pica, 12-point; double pica 24- 
point, etc.,— and the numerical names are now used to 
designate them. The following illustrations show the 
sizes of type most commonly used in books: 

This line is set in 5-point or Pearl 

This line is set in 6-point or Nonpareil 

This line is set in 7-point or Minion 

This line is set in 8-point or Brevier 

This line is set in 9-point or Bourgeois 

This line is set in 10-point or Long Primer 

This line is set in 11-point or Small Pica 

This line is set in 12-point or Pica 

There are too many styles or “ faces ” of type to be 
described in this brief account; for convenience, there¬ 
fore, is given the following illustration of types which 
are commonly used in book-work: 

This line is set in roman 
This line is set in italics 

This line is set in boId=face 
This line is set in Caslon 
This line is set in Gothic 

10 See De Vinne, Plain printing types, 1906, for full descriptions and il- 
lurtrations of types. 


156 THE USE OE BOOKS AND LIBRARIES 

Illustrations.— The illustration of books began before 
the invention of printing, with* the crude wood-cuts of 
the block-books. Originally, designs were drawn on 
boards of pear, apple or sycamore wood, and cut in relief 
with a knife. 

Wood Engraving. — This manner of wood-cutting con¬ 
tinued until the eighteenth century when Thomas Bewick 
(1758-1828) in England, began to use blocks of box¬ 
wood, engraving his design across the grain of the wood 
with a burin. In the sixteenth century in Germany, the 
art of wood-engraving had received a new impetus in the 
work of Albert Diirer, who drew his pictures on wood 
and had them faithfully cut by the engraver. Holbein’s 
Dance of Death (1538) cut by Hans Liitzelburger on 
wood, reached the high-water mark of wood-engraving. 
Then the art steadily declined until the great revival 
under Bewick and his successors. Bewick’s most famous 
works are Select Eables, 1784; History of Quadrupeds, 
1790; History of British Birds, 1797-1804. About i85i 
it became the general practice to photograph the artist’s 
drawing on the block, and so preserve the original with 
which to compare the engraver’s work. Another de¬ 
velopment about this time was to make a metal cast of 
the wood-block and print from it. In the early 6o’s 
among the most famous illustrators was Arthur Boyd 
Houghton, whose work was engraved on wood by the 
Dalziel brothers. The Arabian Nights published in 1865 
by Ward, Lock and Co. and Don Quixote published in 
1866 by Warne, both contain some of his most remark¬ 
able work. At the present time the best wood-engraving 
is done in America. From the 8o’s on fine examples 
have appeared in the magazines — in the Century in par- 


EVOLUTION OF THE BOOK 


157 


ticiilar— where Timothy Cole’s copies of paintings by the 
Old Masters have been exquisitely printed. 

‘Printing illustrations from wood-blocks was usually 
done in the same manner as printing from type. The 
modern method of making a metal plate from the wood¬ 
block has not changed the manner of printing, for the 
plate is nailed to a block to make it “ type-high,” i.e., 
on a level with the type, and it is used side by side with 
the type. 

Line Engraving. — In line engraving a very highly 
polished metal plate, either copper or steel, is used; with 
a burin, the design is cut, in reverse, in the metal. The 
result is an intaglio engraving, just the opposite of the 
design in relief which is cut out on a wood-block. This 
method of engraving was begun in Europe in the r5th 
century. The art came to England about 1588 and con¬ 
tinued to flourish there until the middle of the 19th 
century. ^ 

Steel Engraving. — In 1820 steel plates began to be 
used instead of copper. Steel was a more durable metal 
and could .stand more wear and tear in printing; as a 
consequence it was cheaper and more books were illus¬ 
trated than ever before. “ The actual difference between 
a line engraving executed on copper and one engraved 
on steel ... is so slight in a print that the one is not 
distingui.shable from the other.” 

Etching. — This kind of engraving is done on a metal 
plate, usually copper. The plate is heated and then coated 
with a “ ground ” of asphaltum, burgundy-pitch and 
beeswax. It is then held over the flame* from a bunch 

11 Hayden. Chats on old prints, p. 143. 

12 Ibid., p. 208. 


158 THE USE OF BOOKS AND LIBRARIES 

of lighted tapers until the etching-ground is covered 
with a deposit of smoke. At this point it is ready for 
the design, which is drawn in reverse, by means of an 
etching needle. The needle cuts away the ground, leav¬ 
ing lines of copper exposed. The back of the plate is 
covered with varnish and then the plate is put into an 
acid bath. This mixture of nitric acid and chlorate of 
potash can touch the copper only where the design has 
been drawn with the needle. The acid bites into the 
metal and leaves a design. When the process of “ biting 
in ” has been finished, the wax and varnish are removed 
and the plate is ready for printing.^'^ Etching is more 
really artistic than other forms of engraving, due to the 
fact that more artists have done their own etching than 
have cut their designs in wood or engraved them with 
the burin. 

Mezzotint.— In mezzotint engraving the copper-plate 
is “ grounded ” by running over the plate in every di¬ 
rection with a “ sort of chisel, two and a half inches 
broad, sharpened to the segment of a circle, and with 
its surface engraved in many fine ridges, producing points 
at the edge.” This process produces a “ burr ” over 
the plate and the design is made, not by cutting or “ bit¬ 
ing in ” lines, but by scraping down the ” burr ” and 
smoothing out parts not to be printed. It is a better 
method for reproducing portraits than landscapes. 

Aquatint is another method of engraving and resem¬ 
bles etching. The plate is “ grounded ” by dusting it 
with finely powdered resin, or by covering the surface 
with a solution of resin dissolved in spirits of wine. 
After that the design is put on in very much the same way 


13 Ibid., chap. 2. 

14 Hamerton. Graphic arts, 1883, P- 483. 


EVOLUTION' OF THE BOOK 


159 

as in etching and the plate is put in an acid bath for 
“ biting.” 

LiTiiocRAiniv, as the name implies, is the art of draw-, 
ing designs on a special kind of stone, from which im¬ 
pressions can be made on paper. It was invented in 
1798 by Alois Senefelder of Munich. The drawing is 
made on the stone with a greasy ink or chalk; the sur¬ 
face is then washed “ with weak nitric acid and water to 
fix the drawing and somewhat reduce the surface of the 
stone; if the stone be now covered with gum, allowed 
to dry, and then inked, the ink adheres only to the draw¬ 
ing; and if a sheet of paper is placed on it, and the whole 
passed through a press, a print, or rather the drawing in 
ink will come off on the paper. This is roughly the art 
of lithography.” 

Photo-Mechanical Processes.—Such were the chief 
methods of illustration up to about 1876 when the inven¬ 
tion of photographic processes of reproduction largely 
superseded the work of the artist-engraver. Practically 
all book illustration is now done by some photo-mechani¬ 
cal process. While these methods have lowered, perhaps, 
the plane of artistic illustration, they have, nevertheless, 
broadened the field to such a remarkable extent, that a 
knowledge of, and a demand for, good illustration were 
never so great as now. 

Half Tones are made by photographing the drawing 
or photograph that is to be printed, through a “ screen.” 
This “ screen ” is made l)y placing together two thin 
pieces of plate glass, on which a series of parallel lines 
have been ruled diagonally. These intersecting lines give 
the effect of “ mosquito-netting.” With this screen di¬ 
rectly in front of the negative, “ the subject is photo- 


15 Pennell. Illustration of books. 1896, p. 112 - 3 . 


i6o THE USE OF BOOKS AND LIBRARIES 


graphed and the result is a negative completely covered 
with a mass of fine transparent lines and dots.” A 
print is made from this negative on a copper plate and 
the design is etched in relief for printing. Photographs 
and almost any colored subject are reproduced by this 
process. 

Three Color Process. — This method aims to take 
any colored subject “ and by photographing it three times, 
each time through a different colored piece of glass, to 
divide all the colors into what are called the three pri¬ 
mary colors — red, yellow and blue. From each of these 
color separations a half-tone is made, and when these 
plates are put on the printing press, and the impressions 
are printed over each other in yellow, red and blue inks, 
respectively, the result is a printed picture reproducing 
correctly all the colors of the original subject.” 

Zixc Etching. — This process, often called “line en¬ 
graving,” is the simplest form of photographic reproduc¬ 
tion and is used for printing any line drawing in black 
and white. The drawing is photographed on a sensitized 
zinc plate. The lines of the picture are protected by a 
coating of resinous powder, which is melted on the plate 
and which adheres to the design, but not to the rest of 
the plate. The plate is put into a strong solution of nitric 
acid, which eats away the unprotected parts and leaves 
the design in relief. Mounted on a block, it is made 
type-high to be used for printing along with the 
type. 

Photogravure. — Directly opposite from the relief 
plates made by the half-tone and zinc-etching processes, 
is the photogravure, or intaglio plate. It is a very ex- 

16 Hitchcock. Building of a book. 1906, p. 170. 

17 Ibid., p. 174-5. 


EVOLUTION OF THE BOOK 


i6i 


pensive method of reproduction and is suitable only for 
limited editions and editions-de-luxe. There are several 
ways of making photogravure plates; the main point is 
that a copper plate is printed from a photographic positive 
which has been covered ,with a gelatine film, and the 
print is then etched in the copper. It”is ths^iost artistic 
of all photographic processes, but its cost li mits t he 
use of it. 

Pedagogical Value of Illustration.—To-day when 
illustration has become so universal, and when much of it 
is so artistically mediocre, an additional responsibility 
is put upon the teacher and the librarian in the matter 
of book selection. 

The pedagogical value of the illustrated book is recog¬ 
nized more than ever before and it is necessaty that illus¬ 
trations have the qualities of both accuracy and artistic 
fitness. Does the illustrator faithfully portray the idea 
of the author? Is the illustration so arranged that it 
comes near the matter it is describing? If the illustra¬ 
tion is in color is it free from a glaring and crude quality? 
Has it the quality of imagination that arouses interest? 
These are the chief tests of the pedagogical value of an 
illustration. 


List of References 

Aldis, H. G. The printed book. 1916. Cambridge U. Pr. 

(Cambridge manuals of science and literature.) .45. 
Bradley, J. W. Illuminated manuscripts. 1905. McClurg. 
$1.00. 

British Museum. Guide to the exhibited manuscripts. 1912. Pt. 
2, 6d; pt. 3, 4d. 

British Museum. Guide to the exhibition in the King’s Library 
illustrating the history of printing. 1913. 6d. 

Clark, J. W. Care of books. 1909. Putnam. $2.50. 





i62 the use OE books AND LIBRARIES 


Cundall, Joseph. Brief history of wood engraving. 1895. 
Sampson Low. 2/6. 

Davenport, C. J. H. Evolution and development of the book. 
1908. Van Nostrand. $2.00. 

De Vinne, T. L. Practice of typography. 4 v. 1900-04. Cen¬ 
tury. Each $2.00. 

Duff, E. G. Early printed books. 1893. Kegan Paul. 6/. 
Hammerton, P. G. Graphic arts. 1904. Little. $1.50. 

Hayden, Arthur. Chats on old prints. 1909. Stokes. $2.00. 
Hitchcock, E. H. ed. Building of a book. 1906. Author. $2.00. 
Madan, Ealconer. Books in manuscript. 1893. Kegan Paul. 
6 '. 

Middleton, J. H. Illuminated manuscripts in classical and med- 
ijeval times. 1892. Cambridge U. Pr. $5.50. 

Oswald, J. C. Benjamin Franklin, printer. 1917. Associated 
advertising clubs of the world. $2.00. 

Pennell, Joseph. Illustration of books. 1896. LTnwin. 2/6. 
Rawlings, G. B. Story of l)ooks. 191T. .‘Xppleton. .60. 

Sandys, J, E, History of classical scholarship, v. i. 1906. 
Putnam. $3.50. 

Sketchley, R. E. D. English book illustration of today. 1903. 
Smith, A. M. Printing and writing materials. 1912. Author. 
$1.36. 

Weitenkampf, Frank. How to appreciate prints. 1914. Moffat. 

$1.50. 


Chapter XII 

HISTORY OF LIBRARIES 

With the development of literature and the evolution 
of the book, there arose, naturally, the question of col¬ 
lecting and preserving books for use, and so the history 
of libraries begins. 

The first collections of books were probably those gath-f 
ered together in the sacred temples and in th^ palaces 
of the kings of ancient times. These were not books in 
the modern sense, but were records, chiefly of religious 
matters, and annals of the kings, written on clay tablets. 

Ancient.— In Assyria and Babylon, at Nineveh and 
Nippur, were the earliest collections of which we know 
anything. Assurbanipal’s library at Nineveh consisted 
of some ten thousand distinct works — clay tablets with 
cuneiform inscriptions, including works in history, as¬ 
tronomy, and religion; school-books and dictionaries in 
the original languages and in translations. Many of 
these tablets are now in the British Museum, and among 
them, one on which the books are catalogued by subject. 
Excavations at Nippur by Professor Hilprecht disclosed 
a number of rooms adjoining the Temple, where clay 
tablets were arranged on shelves of clay. These tablets 
were also grouped by subject and the contents of the' 
twenty-five thousand different tablets covered a variety of 
subjects. 

Egypt.— In Egyptian . libraries books consisted of 
163 


i64 the use of books AND LIBRARIES 


papyrus rolls. The earliest authentic date of any collec¬ 
tion of these records is 3000 b. c. and we find reference 
to special libraries from 1500 to 1300 b.c., but it was not 
until the time of the Ptolemies from 300 to 200 b. c. that 
the great library at Alexandria was begun. 

Greece.— There are almost no records of any libraries 
in Greece. The only authentic information we have is 
that Aristotle, Plato, Euripides and a few other famous 
men collected books. It is known also that 100 volumes 
were annually presented by the youth of Athens to the 
library of the Ptolemaion, “ which was founded at Athens 
early in the Alexandrian age.” ^ Cicero mentions the 
fact that there was an infinite number of books in the 
various libraries of Greece.^ 

Alexandria.— It was a Greek, Demetrius of Phaleron, 
who suggested to Ptolemy I the idea of founding the 
great library in the Greek city of Alexandria, and Greek 
scholars became its successive librarians. Here the 
learned men of the civilized world gathered to study and 
in this great library began the work of editing the'texts 
of Greek literature and disseminating them. The num¬ 
ber of volumes in the Alexandrian library is variously 
estimated from 200,000 to 700,000 papyrus rolls. In 47 
B. c. it suffered the loss of 40,000 books, when Julius 
Caesar set fire to the arsenal near by. The story goes, 
according to Plutarch, that Mark Antony presented 200,- 
000 books from the library at Pergamon, a great rival of 
the Alexandrian library, to Cleopatra, who added them 
to the collection at Alexandria. The great library was 
destroyed during an invasion in 272 a. d. by the Em- 

1 .Sandys, John. History of classical scholarship. 1906, v. i, p. 87. 

2 Cicero. Tusculan disputations, II: 6. This statement, however, taken 
with its context doeg not lack evident exaggeration. 


HISTORY OF LIBRARIES 


165 

peror Aurelian. A smaller collection of books in a li¬ 
brary called the Serapeion continued in existence for a 
century longer when it too was demolished in 391 A. d. 
during the reign of Theodosius 1. ,After this the rem¬ 
nant of books was probably scattered among various tem¬ 
ples ; no authentic record exists of their actual fate. 

Pergamon.— Next in importance to the Alexandrian 
libraries was the library at Pergamon, the largest city 
in Asia Minor. To Eumenes II, 197-159 r.. c., is given 
the credit of having founded the Pergamene library. Its 
^ collection of books, though never so large, rivalled the 
Alexandrian collection, and scholars flocked to it also. 
The head of the Pergamene school. Crates of Mallos, 
probably introduced the real study of literature to Rome 
when he visited there in 169 b. c. and it is supposed that 
his description of the Pergamene library had an influence 
on the building of Roman libraries.^ 

The city of Pergamon became a Roman city by the 
gift of its last king, probably on account of the pressure 
of the Roman arms, but it is not known whether any part 
of the library was left to bequeath. 

Rome.— Julius Csesar planned to establish public li¬ 
braries in Rome and commissioned Terentius Varro, 
“ the most learned of the Romans,” to collect and arrange 
the books, but Asinius Pollio had the distinction of be¬ 
ing the first to dedicate a library to the public. This 
library was built on the Aventine Hill in 39 b. c. Greater 
than this, however, were the two libraries erected by 
Augustus — the Octavian and the Palatine. These build¬ 
ings were modelled after the Pergamene library — a tem¬ 
ple surrounded by colonnades from which opened a li¬ 
brary. The library proper consisted of two compart- 

3 Sandys. History of classical scholarship, v. i, p. 159. 


i66 THE USE OF BOOKS AND LIBRARIES 


ments, one for Greek and the other for Latin books, sep¬ 
arated by a large curia. The Octavian building was 
burned when Neto ffred Rome; and the Palatine was 
destroyed during the reign of Commodus about 190 A. D.^ 

The greatest of all Roman libraries, the Ulpian, was 
founded by Trajan about 100 a'd. It was also modelled 
on the Pergamene plan with two different rooms for 
Greek and Latin books. In this library were kept also 
the Roman archives. Although the books were removed 
to the Baths of Diocletian about 305 a. d. they were in 
use until the latter part of the fifth century. 

Towards the close of the fourth century there were 
twenty-eight public libraries in Rome and many others 
throughout the provinces. With the downfall of the 
Western Empire in 476, the literary activities of Rome 
were very nearly at an end and the history of ancient 
libraries may be said to cease. 

Mediaeval Libraries.— In 330 a. d., when Constantine 
the Great moved the seat of empire from Rome to Byzan¬ 
tium and founded Constantinople, many Greek scholars 
followed him. He began the collection of manuscripts 
particularly of Christian literature, and his immediate 
successors continued the work until a large library was 
formed. Julian, the Apostate, founded a library of pagan 
literature. Libraries were founded in the monasteries of 
the East and many of the ,Greek classics were preserved 
therein throughout the Dark Ages, particularly in the 
monasteries of .Mount Athos. 

Monastic Libraries.— As the libraries in these eastern 
monasteries saved Greek literature from entire destruc¬ 
tion through the Dark Ages, so, too, the monasteries of 

4 Savage, Ernest. Story of libraries, p. 17. 


HISTORY OF LIBRARIES 


167 


the West did a like service in preserving the manuscripts 
of Latin literature. In miraculous ways manuscripts 
were saved from the destroying hordes of vandals and 
found their ways to these safe, monastic retreats. Here 
they were copied by the monks, and together with church 
service books and works of theology, constituted the be¬ 
ginnings of monastic collections. 

Among the most famous monastic libraries in Italy 
were those at Monte Cassino founded by St. Benedict in 
529; at Squillace, by Cassiodorus about 540; and at 
Bobbio in Northern Italy, by an Irish monk, St. Colum- 
ban, in 615. In France the principal monastic libraries 
were those of Cluny, Fleury, and Corbie; in Germany, 
those of Fulda, Corvey, and Reichenau. 

The Benedictine Order was noted for its libraries, and 
in England no less than on the Continent did their monks 
establish them — at Canterbury, York, Wearmouth, Jar- 
row, Whitby, Glastonbury, Peterborough, and Durham. 

With the dissolution of the monasteries during the 
reign of Henry VHI, “ their libraries were dispersed, 
and the basis of the great modern libraries is the volumes 
thus scattered over England.” ® 

University Libraries.— We have seen, in Chapter 
XI, how the work of copying manuscripts was grad¬ 
ually shifted from the monasteries to the universities. 
With the work of producing texts there developed the 
need of collecting them as well, and from the thirteenth 
century on, libraries were gradually founded in the medi¬ 
aeval universities of Italy, Erance, Germany, and Eng¬ 
land. ” The fifteenth century was everywhere an age of 
Library-making; in the Library, the solitary student, 

5 Madan, Falconer. Books in manuscript, p. 76. 


i68 THE USE OF BOOKS AND LIBRARIES 


weary of the disputations of an effete scholasticism, could 
find richer intellectural pastures for himself.” ® 

Renaissance Libraries.— With the Revival of Learn¬ 
ing there came, not only a thirst for knowledge, but to 
a group of famous men — rulers and scholars — the 
burning desire to collect manuscripts. These private col¬ 
lections of books are in large measure the beginnings of 
the great national libraries of Europe. Petrarch and 
Boccaccio were both eminent and assiduous collectors. 
They not only visited many places themselves in search 
of books, but they employed agents to travel over Europe 
in quest of them. Niccolo de Niccoli, 1364-1423, another 
famous collector, left over 800 manuscripts, which at his 
death came under the control of Cosimo de Medici. 
These, together with other collections formed by Cosimo, 
became the foundation of the Laurentian Library in 
Florence. 

Associated with Cosimo was Tommaso Parentucelli, 
1398-1455, afterwards Pope Nicholas V. He catalogued 
Niccolo’s collection and “ added to the catalogue the titles 
of books he thought necessary to make the collection rep¬ 
resentative.” ^ His love of books and his bibliographical 
knowledge w^ere later put to excellent use, when as Pope 
he reorganized the Vatican Library, the foundation 
of which had been laid at the end of the fourth cen¬ 
tury. 

In England, Duke Humphrey of Gloucester gave 600 
manuscripts of his fine collection to the University Li¬ 
brary of Oxford, afterwards the Bodleian. Richard de 
Bury, bishop of Durham, was the most energetic collector 

0 Rashdall, Hastings. Universities of Europe in the Middle Ages. 1895, 
V. 2, p. 463. 

7 Savage. Story of libraries, p. 71. 


HISTORY OF LIBRARIES 


169 ■ 

in England. He travelled on the Continent in search of 
manuscripts and set up a scriptorium in his house where 
he had copies written and illuminated and bound. He 
gave to Durham College, now Trinity, Oxford, a part of 
his collection and drew up a set of rules to regulate the 
lending and use of his books. 

With the invention of printing in 1450, the character 
and development of libraries were so radically changed 
that by the beginning of the sixteenth century we may 
well regard the mediaeval period as ended. 

Modern Libraries.— For three centuries the history of 
libraries is largely a story of accumulating books for the 
use of a very limited number of people, the scholars of 
the world, and to-day these same great libraries are the 
laboratories of scholarship the world over.. 

European.— In Italy the Vatican Library at Rome is 
renowned for its collection of important manuscripts. 
Among its treasures are Cicero’s De Republica; Virgil 
manuscripts of the fourth, fifth, and sixth centuries, and 
a Bible of the fourth century. The Ambrosian Library 
at Milan, the Laurentian at Florence, and the Library of 
St. Mark at Venice complete the list of the most impor¬ 
tant libraries in Italy. 

The Bibliotheque Nationale, the national library at 
Paris, is the largest and finest library in the world. It 
has grown since the fourteenth century and is the con¬ 
tinuation of the old Royal Library. It “ owes much to 
the pride with which not onfy France, but the aml)assa- 
dors of France in foreign countries, have regarded it, as 
well as to the distingui.shed librarians who have fostered 
it, from DeThou and Colbert to M. Leopold Delisle.” ® 


8 Madan. Books in manuscript, p. 89. 


• 170 THE USE OF BOOKS AND LIBRARIES 


The Mazarine Library, the Library of the Sorbonne, the 
Bibliotheque St. Genevieve, and the Arsenal Library, all 
in Paris, have important collections. 

Germany has a large number of public and university 
libraries, many of which have renowned collections of 
priceless books. The Royal Library of Berlin, the 
Munich Royal Library, the university libraries of Got¬ 
tingen, Heidelberg, and Leipsic have many treasures in 
both manuscripts and books. 

In other European countries there are not so many 
libraries nor perhaps such famous ones as those already 
noted, but the Imperial library at Petrograd (St. Peters¬ 
burg) with its collection of nearly three million printed 
books and over two hundred thousand manuscripts, many 
of them rare, with its treasure — the Codex Sinaiticus of 
the Greek 'Bible ; its almost perfect'sets of books from 
the Aldine and Elzevir presses and many other priceless 
possessions, takes rank among the four or five chief 
libraries of the world. 

Spain has two important libraries, the Escorial and 
the National Library at Madrid. The Imperial Library 
at Vienna, the Royal Library at Brussels and in the 
Scandinavian countries the university libraries of Upsala 
and Christiania are all famous. 

To American libjarians the libraries of England are of 
greater interest and importance than those of any foreign 
country. The student of educational history needs to 
know when and how were founded the British Museum 
and the Bodleian; what are the chief treasures to be 
found in them and their contribution to educational de¬ 
velopment. 

British Museum.— England’s national library was 
founded in I753- It was begun by uniting three private 


HISTORY OF LIBRARIES 


171 

collections of great extent: the Cottonian, the Harleian, 
and the Sloane libraries. To these was added the Royal 
Library, by George II in 1757. In 1759 it was opened 
at Alontagu House under the name British Aluseum. 
The Royal Library collection had been very slowly ac¬ 
cumulated by the kings of England from the time of 
Henry VTI, and with no large or very notable addition 
until the time of James I, when Prince Henry secured 
the addition of a choice collection of manuscripts. 

The Cottonian library was collected by Sir Robert 
Bruce Cotton, 1571-1631. It “contains many survivals 
from the old monastic collections ”; ^ and “ the chartu- 
laries of English abbeys, English historical deeds, and 
an immense series of English state papers are among the 
chief features of the library.”^® In 1700, Sir John Cot¬ 
ton; grandson of the founder, put the collection into the 
hands of trustees for “ public use and advantage.” 

The Harleian library collected by Robert Harley, Earl 
of Oxford, 1661-1724, numbers nearly 8,000 manuscripts 
and over 41,000 charters and rolls. It comprises works 
on English history, theology and general literature. Par¬ 
liament bought this collection for ten thousand pounds 
and in 1753 transferred.it to the Aluseum. 

The Sloane collection comprised books, manuscripts 
and curiosities of various kinds gathered together by Sir 
Hans Sloane. After his death in 1752 it was purchased 
by the government for twenty thousand pounds and it 
was also added to the Aluseum. 

To these collections others of great value have been 
added until to-day the collection has reached over three 
million books. “ Among English-speaking peoples the 


9 Savage. Story of libraries, p. 132. 
10 Madan. Books in manuscript, p. 81. 


172 THE USE OF BOOKS AND LIBRARIES 


library of the British Museum stands without a rival, 
whether we regard the size or the importance of its 
printed and manuscript treasures.” 

The Bodleian Library, Oxford, is, historically, the 
most interesting library in the world. Its foundation, 
begun with a small collection of books in St. Mary’s 
Church, was greatly enriched between 1439 and 1446 by 
a donation of manuscripts from Humphrey, Duke of 
Gloucester. This gift necessitated more room, and an 
upper story, which became “ Duke Humphrey’s Library,” 
was added to the Divinity School. This room still exists, 
the oldest part of the Bodleian, though the books and 
furniture were ruthlessly destroyed by Edward Vi’s 
Commissioners in 1550. 

Sir Thomas Bodley, ambassador to France and Hol¬ 
land under Queen Elizabeth, and a scholar, retired from 
court life and went to Oxford with the purpose of re¬ 
building the library. He set diligently to work refitting 
Duke Humphrey’s Library; he used his influence in every 
quarter and secured valuable donations, and in 1602, the 
new library, possessed of some 2500 books and manu¬ 
scripts, was opened. In 1610 Sir Thomas secured from 
the Stationer’s Company the agreement to give to his 
library a copy of every book published in the kingdom. 
This same year, 1610, he began the building of the main 
part of the quadrangle which is now the Bodleian, and 
before his death in 1613 had secured promises of other 
valuable gifts. The library continued to grow and passed 
through the Civil War unscathed. It suffered at the 

11 Madan. Books in manuscript, p. 8o. 

12 This is the first library in Kngland to receive the copyright privilege. 
P'orir others now have it: the British Muser.m, Cambridge University 
Library, Advocates Library, Edinburgh, and Trinity College Library, Dub¬ 
lin. 


HISTORY OF LIBRARIES 


173 


hands of careless librarians through the eighteenth cen¬ 
tury and even into the nineteenth, and now numbers over 
800,000 volumes. “ In the importance of its individual 
treasures it ranks nearly first among the collections of 
the world. Its Oriental manuscripts, Biblical codices, 
and Rabbinical literature are unrivalled; in materials for 
English history it is particularly rich, while its series of 
Greek and Latin editiones principcs is unquestionably one 
of the finest.” 

Charles Lamb has expressed the charm of the Bodleian 
in his essay, “Oxford in Vacation”; “Above all thy 
rarities old Oxenford, what do most arride and solace 
me, are thy shelves . . . 

“ What a place to be in is an old library! It seems 
as though all the souls of all the writers .that have be¬ 
queathed their labours to these Bodleians, were reposing 
here, as in some dormitory, or middle state. I do not 
want to handle, to -profane the leaves, their winding 
sheets. I could as soon dislodge a shade. I seem to 
inhale learning, walking, amid their foliage; and the 
odour of their moth-scented coverings is fragrant as 
the first bloom of those sciential apples which grew amid 
the happy orchard.” 

Other English Libraries.—- Cambridge Luiiversity Li¬ 
brary, with its valuable collections and very liberal lend¬ 
ing privileges; the John Rylands Library, Manchester, 
with its 2500 incunabula (books printed before 1500) ; 
the Advocates Library, Edinburgh, founded in 1682; and 
the Library of Trinity College, Dublin, with its treasure 
— the Book of Kells — an eighth century manuscript and 
one of the most beautiful in the world, are the next in 
importance of the libraries of Great Britain. 

13 Savage. Story of libraries, p. iS4-S» 


174 the use of books AND LIBRARIES 


American Libraries.— The history of library develop¬ 
ment in the United States dates from the seventeenth 
century. Beginning with the private libraries of the 
colonial ministers, whose small collections of books in 
some instances became the foundations of college and 
other libraries, the development spreads out in four or 
five directions, and in the latter part of the nineteenth 
century evolves a distinctly American and democratic 
type — the tax-supported or free public library. 

College Libraries.— The first kind of library founded 
in America was a college library, that of Harvard Col¬ 
lege in i 638'. It began with a small collection of books 
given to the college by the Reverend John Harvard and 
for two hundred years was the largest library in the 
country. In the eighteenth century six other college 
libraries were founded: Yale in 1700; Princeton in 
1746; University of Pennsylvania in 1755; Columbia in 
1757; Brown in 1767, and Dartmouth in 1770. The 
nineteenth century has witnessed the development of 
libraries in every State University and in every standard 
college in the country. The larger university libraries 
all have valuable, and some of them, notable collections 
of books. These libraries are primarily for the use of 
their own students and faculties, but the very liberal cus¬ 
tom of inter-library loans makes the particular, the rare, 
the valuable book accessible to smaller and less fortunate 
libraries whose readers may wish to use such books for 
serious work. 

Proprietary and Subscription Libraries.— Library 
development branched out in another direction when Ben¬ 
jamin Franklin in 1731 began in Philadelphia the first 
subscription library in this country. “ And now I set on 
foot my first project of a public nature, that for a sub- 


HISTORY OF LIBRARIES 


175 


scription library. ... I was not able with great indus¬ 
try, to find more than fifty persons, mostly young trades¬ 
men, willing to pay down for this purpose forty shillings 
^ach, and ten shillings per annum. On this little fund 
we began. The books were imported; the library was 
open one day in the week for lending to the subscribers, 
on their promissory notes to pay double their value if not 
duly returned.” Begun as a subscription library, this 
foundation developed into a proprietary one — the Li¬ 
brary Company of Philadelphia. 

Subscription and proprietary libraries, though different 
in conception, for our purpose of studying types, may 
well be grouped together. “ These libraries represent 
more or less completely the principle of corporate owner¬ 
ship instead of fees, and, if we judge by their atmosphere, 
there is just the difference between the proprietary and 
the subscription library in the attitude of its patrons that 
there is between the proprietor of land and the tenant.” 
The idea of financial interest in the books whether as 
stockholder in the corporation or simply as renter, is the 
point of interest between this type of library and other 
types. Besides Franklin’s library, the Charleston Library 
Society (1748), the New York Society Library (1754), 
and the Boston Athenseum (1807), other proprietary or 
subscription libraries were established in nearly every 
city in America. The influence of this type of library 
on the development and growth of the free public library 
has been marked. 

State Libraries.— In 1796 New Jersey established the 
first State Library; South Carolina followed in 1814 with 
the same type; Pennsylvania in 1816, and New Hamp- 

14 Bolton, C. K. Proprietary and subscription libraries. A. L. A. 1912, 

p. 2. 


176 THE USE OF BOOKS AND LIBRARIES 


shire and New York in i8i8. Every state now has its 
state library, begun at first simply for the use of its legis¬ 
lature and government officials, but enlarged in some in¬ 
stances into libraries of very much wider scope; e.g., the 
New York State Library and the Wisconsin State Li¬ 
brary. 

Library of Congress.— In 1800, just four years after 
the founding of the first state library, the Library of 
Congress was established in Washington by an Act of 
Congress “ appropriating $5,000 for the purchase of 
books and for fitting up a suitable apartment in the Capi¬ 
tol to contain them.” This library was destroyed in 
1814 when the British burned the Capitol. Soon after¬ 
wards a new library was begun by the purchase of Presi¬ 
dent Jefferson’s collection of 7000 volumes. This grew 
slowly to about 55,000 volumes when a second fire in 
1851 destroyed over half of it. From 1864 to the pres¬ 
ent time the library has grown enormously under the able 
direction of Mr. Spofford and Dr. Herbert Putnam, who 
succeeded Mr. Spofford in 1899. The Library of Con¬ 
gress is truly a national library in the scope of its work 
and in the importance of its collection. It serves the 
entire country most liberally with its inter-library loans, 
and scholars find a most cordial and efficient service at 
the library. The size of its- collection now places it in 
the fourth place of the world’s largest libraries. 

School District Libraries.— One form of library de¬ 
velopment in America, which extended over fifty-five 
years, proved a failure — that was the school district 
library. In 1835 New York passed a law for the estab¬ 
lishment of such libraries and spent over $50,000 annually 
on the system. Twenty other states passed similar laws, 

15 Bishop, W. W. Library of Cqngress. A. L. A. 1911, p. i. 


HISTORY OF LIBRARIES 


177 


but the system was generally a failure. “ It had its place 
as an effective educator of public sentiment in the right 
direction, and perhaps by its very failure to meet the 
growing demand for free libraries in a satisfactory way, 
led to increased efforts to devise an effective scheme for 
that purpose.” 

Tax-Supported or Free Public Libraries.— The his¬ 
tory of libraries in America up to this point shows no 
material difference in types from those founded in Great 
Britain. But in 1848 when the Massachusetts legislature 
passed a law allowing Boston to tax itself to establish a 
free public library, the great public library movement was 
definitely begun. This antedated by two years the first 
free library act for Great Britain. To-day, the tax-sup¬ 
ported library has been universally adopted not only in 
the LTnited States but throughout Europe. 

Many of the free public libraries have been richly en¬ 
dowed by private benefactors as well as supported by 
public taxation and no city of any importance is to-day 
without its public libraries any more than it is without its 
public schools. 

State Aid.— A further step in library progress has 
been the natural growth of State Library Commissions 
and again Massachusetts is the first state to conceive the 
idea. In 1890 by an act of the Massachusetts legislature 
the Massachusetts Free Public Library Commission was 
created with the function of aiding the establishment and 
development of free public libraries throughout the state. 

The idea has spread and now library extension carried 
on by state aid, whether by a commission, or the state 
library or the state education department, is found in all 
but fourteen of the forty-eight states of the union. 

16 Fletcher, W. I, Public libraries in America, p. 21. 


178 THE USE OF BOOKS AND LIBRARIES 


In the matter of compulsory laws for the establishment 
of libraries there has been but little or no development. 
New Hampshire passed a mandatory law in 1895, but no 
other state has followed her example. 

The county library idea is developing in some states 
and in largely rural districts, the county rather than the 
town as a library unit would seem best Ohio, Maryland, 
Wisconsin, Oregon, and California alt have county library 
laws. 

Within the compass of this single chapter we have but 
briefly mentioned the stages of library development and 
have merely sketched a few of the great European libra¬ 
ries. The following list of references will furnish the 
student with much additional and interesting information. 

Required Reading 

Bishop, W. W. Library of congress. (A. L. A. Manual of 
library economy. Chap. 2.) 

Bolton, W. K, American library history. (A. L. A. Manual of 
library economy. Chap, i.) 

Bolton, W. K. Proprietary & subscription libraries. (A. L. A. 

Manual of library economy. Chap. 5.) 

Boyd, C. E. Public libraries and literary culture in ancient 
Rome. 1915. 

Encyclopedia Britannica. Article on Libraries. 

Fletcher, W. I. Public libraries in America. 1894. 

Savage, E. A. Story of libraries and book-collecting. 1909. 
Wynkoop, Asa. Commissions, state aid, and state agencies. (A. 
L. A. Manual of library economy. Chap. 27.) 


I 


PART II 

SELECTION'OF books and CHILDREN’S 
LITERATURE 




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SELECTION OF BOOKS 


Chapter XIII 

GENERAL PRINCIPLES OF SELECTION 

Why it is Necessary for Teachers to Have Some 
Principles of Book Selection.— The subject of this 
chapter may seem, at first glance, one with which teach¬ 
ers have little or no concern. It is true that frequently 
all books for schools must be chosen from a list issued 
by the State Superintendent of Instruction, and if a col¬ 
lection of books is sent to the class rooms, the choice of 
the books is determined not by the teachers but by the 
Public Library, or the Board of Education, or whatever 
agency sends out the collections. It is, nevertheless, im¬ 
portant that teachers should have in mind some clearly 
defined standards in judging books. 

Not all books included in a list recommended by a State 
Education Department are of equal value and there 
is considerable opportunity for choice within the limits 
of such a list. This is a particular instance where teach¬ 
ers need principles of book selection, but there is a far 
broader reason for formulating standards of selection. 
Never has the printing press been more active than to¬ 
day, never has its output been more bewilderingly varied. 
More people than ever before are making a business of 
writing, and, like mushrooms, books seem to spring into 
being overnight. Such abundance and such variety 

i8i 


i82 the use OE books AND LIBRARIES 


bring us to confusion unless we are fortified by definite 
standards of excellence^; and confusion is indicated when 
we find teachers urging their pupils to read any book, 
mediocre or not, which interests them rather than a work 
of literature which does not. 

The Test for a Book.— In Mrs. Richards’ little auto¬ 
biographical story, When I Was Your Age, she tells how 
for many years she used Charles Sumner as a sort of 
“ iihaginary foot rule.” Any one or anything over six 
feet was “ taller than Mr. Sumner.” The best and most 
easily applied test for a book is to measure it mentally 
by what we know is real literature. This test is by no 
means a Procrustean bed; our “ foot rules ” range from 
Jane Austen’s sparkling comedy of manners to the 
breezy spirit of adventure in Treasure Island; from the 
friendly companionableness of Boswell’s Life of John¬ 
son to the cameo-like beauty of Erancis Thompson’s 
Essay on Shelley. No two of these books make us feel 
the same way, but the mental atmosj)here which they all 
leave behind them is a world apart from the atmosphere, 
or lack of atmosphere, created by the cheap, poorly writ¬ 
ten, ephemeral book. The way a book makes us feel is 
a sure indication of its value. 

The Best Books.— The best books are those which 
leave us broader in sympathy, keener in appreciation, 
more courageous, more eager for the fine things of life. 
The books which do this will doubtless be different for 
each one of us; but so long as all of us find some books 
which will do this it does not matter if they differ from 
those which perform the same office for our friends. 

Literature of Power.— It is from what De Quincey 
in his well-known definition calls the literature of power, 
rather than the literature of knowledge that this light 


GENERAL PRINCIPLES OF SELECTION 183 

comes. Teachers whose daily work often keeps them 
closely confined to the literature of knowledge need to 
remember that the literature of power is waiting to offer 
them refreshment and inspiration. There are times when 
we may well say with Montaigne: “ I doe not search 
or tosse over books but for an honester recreation to 
please and pastime to delight myselfe.” Essay on 
Bookes. 

General Test for Books.— A general test, then, and 
in a sense a personal test in selecting books is to ask 
“ How do they compare with books we already know to 
be real literature? Do they leave behind them sanity, 
strength and inspiration?” For convenience in ranking 
particular kinds of books the following more detailed 
tests are suggested. 

Specific Tests.— History.— In selecting histories we 
should ask such questions as these. First, concerning 
the author’s preparation: i. Has he based his book on 
source material or secondary material? 2. If the 
former, to how- much of the original source material 
has he had access? 3. Has he himself been to the places 
he writes of? (As for example, Parkman explored the 
scenes of the French settlement of Canada and the 
French and Indian Wars.) 4. Has he informed himself 
of all recent material on his subject? (For example, in 
writing an account of ancient history the results of the 
most recent archaeological investigation would have to be 
taken into account.) The second group of questions 
concerns the author’s attitude of mind. i. Has he in 
mind what Mr^ Morse Stephens calls the duty of the 
historian “ to discover as far as he can and to narrate as 
impartially as he can what happened in the past,” or is 
he so committed to some thesis of his own that he twists 


i84 the use of books AND LIBRARIES 


facts in order to prove his thesis ? Mr. Stephens cites 
Buckle’s History of Civilization as a book which “ bol¬ 
sters up a theory ” and endeavors ‘‘ to prove that a cer¬ 
tain philosophical scheme is justified by the facts of 
history.” 2. Is the author impartial in treatment, or is 
he biased by national, political, or religious prejudice? 
The third group of ques-tions deals with the ability of 
the historian as a maker of literature. Has he the criti¬ 
cal faculty which helps him to make a wise choice of 
material, the imagination which gives him insight into 
the past and the skill in expression which makes the 
civilizations, the events, and the men he writes of, live 
again ? 

Of course some of the historians most successful in 
doing this last violate all the rules of an impartial treat¬ 
ment, yet so valuable are their books for their vividness, 
their power to make the past alive, their quality as litera¬ 
ture, that they cannot be disregarded. The historical 
accuracy of parts of Carlyle’s French Revolution is ques¬ 
tioned by present-day scholars, but no student or general 
reader can afford to neglect this book with its striking 
pictures, its brilliant style. “ To give a true picture of 
any country, or man, or group of men, in the past re¬ 
quires industry and knowledge, for only the documents 
can tell us the truth, but it requires also insight, sympa¬ 
thy and imagination of the finest, and last but not least, 
the art of making our ancestors live again in modern 
narrative. Carlyle at his rare best could do it. If you 
would know what the night before a journee in the 
French Revolution was like, read his account of the eve 
of August 10, in the chapter called ‘The Steeples at 
Midnight.’ Whether or not it is entirely accurate in 
detail, it is true in effect; the spirit of that long dead 


GENERAL PRINCIPLES OF SELECTION 185 


hour rises on us from the night of time past.” G. M. 
Trevelyan. Clio, a Muse, and Other Essays. 1913. 
Page 17. 

Tests for Biography.— For biography the tests are not 
unlike those applied to history, i. What are the au¬ 
thor’s sources of information; has he had access to the 
papers, letters, and family records of the man of whom 
he writes? 2. Has he known him personally? 3. What 
use has he made of his material? That is, has he used 
it wisely and skilfully to make a careful portrait and at 
the same time has he taken care not to violate the laws 
of good taste? “It is possible to write an almost per¬ 
fect biography without taking the public wholly and 
unreservedly into confidence. Lockhart, in his masterly 
Life of Sir Walter Scott, maintains a dignified reserve, a 
decent reticence concerning things which good taste natu¬ 
rally withholds from the gaping curiosity of the world.” 
— Agnes Repplicr. Memoirs and Biographies in Counsel 
upon the Reading of Books. 4. Is the biographer in 
sympathy with the man he tries to portray? 5. Has 
he the power to make us also feel sympathy and near¬ 
ness? 

Tests for Travel.— In books of travel we ask: i. 
Has the author himself visited the country he describes? 
2. Has he spent a long enough time there to justify his 
treatment? The book may claim to be simply the record 
of a traveller’s impressions, or it may claim to be a 
study of national characteristics and customs. In the 
latter case we should expect the author to have actually 
lived in the country. 3. Does the author observe keenly 
and with sympathy?' 4. Does he observe the law of 
proportion in his picture of a country or a people? 5. 
Has he the ability to convey to his readers the impression 


i86 THE USE OF BOOKS AND LIBRARIES 


made upon him? Suitable illustrations are of importance 
in books of travel. 

Tests for Science.— It is necessary to divide books on 
Science into two groups: First, the books which are 
contributions to scientific knowledge' as Darwin’s Origin 
of Species, and Tyndall’s Sound; second, the books which 
are written to explain certain fields of scientific knowl¬ 
edge to the general reader, as Burroughs’ Squirrels and 
Other Fur Bearers, Serviss’s Astronomy Through an 
Opera Glass, and for children, Morley’s Bee People, 
Parsons’ Plants and Their Children. 

Class I. Pure Science .— i. Whether or not a book 
is a contribution to scientific knowledge must be left, of 
course, to the specialists and to time to determine, but 
the layman may consider the question of style, its clear¬ 
ness and exactness, and whether the book will have an 
appeal to the general reader who is interested in science, 
but who has not had scientific training. 

Class 2. Popular Science .—“ Popular science,” that 
is, books belonging to the second group, must be accu¬ 
rate, and since they are written primarily for the general 
reader they must have a style that is not only clear but 
one which will awaken and sustain interest in the subject. 

Nature Books.— Many books are written both for 
young people and adults with the purpose of encouraging 
observation of animals, and plant life, and arousing a 
love for out-of-doors. Such are: Wake Robin by John 
Burroughs, White’s Natural History of Selborne, Gib¬ 
son’s Eye Spy, Sharp’s Watcher in the Woods. The 
best of these books have value both as literature and as 
incentives to a love of nature, but we must be on our 
guard against the mediocre books of this group, which 
are too often inaccurate, undignified and sentimental. 


GENERAL PRINCIPLES OF SELECTION 187 

The author of this type of book when writing for chil¬ 
dren is particularly prone to fall into the error of “ writ¬ 
ing down ” to what he considers their level. 

Useful Arts.— Books dealing with the useful arts, 
such as Watts’ Vegetable Gardening, Terrill’s Household 
Management, Wheeler’s Woodworking for Beginners, 
Hopkins’ Home Mechanics for Amateurs, to mention 
only a few examples, should be clear, practical, up to 
date, and fully illustrated, when it is necessary, by pic¬ 
tures and diagrams. 

The Fine Arts.— Books on the fine arts, such as Tar- 
bell’s History of Greek Art, Mathews’ Story of Archi¬ 
tecture, Caffin’s How to Study Pictures, Krehbiel’s How 
to Listen to Music, etc., besides being accurate and re¬ 
liable should have the power to awaken and promote the 
quality of appreciation in the reader. Fine illustrations 
are of especial importance in books on painting, archi¬ 
tecture and sculpture. 

Economics and Sociology.— In the case of books on 
economics and sociology we ask somewhat the same ques¬ 
tions as in the case of history. Is the book based on 
an impartial, thorough investigation of facts? Is the au¬ 
thor familiar with the authorities on his subject? Does 
he present his facts fairly and impartially? Is his style 
clear and interesting? 

Literature.— Last of all we come to literature — 
poetry, drama, essays, fiction. Here we can do no better 
than return to our first general test: How does the book 
— the thought and the manner of its expression — make 
us feel? 

Poetry .— If it is poetry, does it lift us to heights 
where we breathe the bracing air of idealism? Does it 
lead us in other moods to what Lowell calls “ the realm 


i88 THE USE OF BOOKS AND LIBRARIES 


of might-be, our haven from the shortcomings and dis¬ 
illusions of life or does it present such a truthful pic¬ 
ture of the world in which we live, that it helps us to 
interpret life? 

Drama .— Does a play enlarge our knowledge of human 
nature, as Shakespeare’s plays? Stevenson says: “Few 
living friends have had upon me an influence so strong 
for good as Hamlet or Rosalind.” ^ Does it charm our 
ears with the roll of stately blank verse and the ripple of 
dainty lyric as the Elizabethans? Does it sparkle with 
wit as the School for Scandal? Or give us a sweet and 
wholesome and inspiring land of make-believe as The 
Blue Bird and Chantecler, and Noyes’s Sherwood, and 
Josephine Preston Peabody’s The Piper? 

Essays .— If our author is an essayist, does he stimu¬ 
late thought and imagination, and make us feel the richer 
through contact with his wide human experience and 
gracious personality, as Montaigne and Lamb, Stevenson 
and James Russell Lowell? 

Fiction .— If the book is fiction, does it help us to 
adjust ourselves to life by aiding us to understand other 
conditions of life than our own? Does it rest and re¬ 
fresh us by carrying us away on a magic carpet to lands 
of faery and the romance of chivalry and feudalism? 
Stevenson says in his essay on Books That Plave Influ¬ 
enced Me: “ The most influential books and the truest 
in their influence, are works of fiction. They do not 
pin the reader to a dogma, which he must afterwards 
discover to be inexact; they do not teach him a lesson 
which he must afterwards unlearn. They repeat, they 
rearrange, they clarify the lessons of life; they disengage 


1 Books that have influenced me. 


GENERAL PRINCIPLES OF SELECTION 189 


us from ourselves; they constrain us to the acquaintance 
of others; and they show us the web of experience not 
as we can see it for ourselves but with a singular change 
— that monstrous, consuming ego of our being, for the 
nonce, struck out.” He adds, “To do so they must be 
reasonably true to human comedy,” and here we see 
clearly the difference between fiction which is real litera¬ 
ture and the ephemeral current novel whose paper doll 
characters are able to show us none of the true values of 
life. • 

It is worth noting that in Mrs. Burnett’s novel, T. 
Tembarom, the hero gets his first comprehension of 
England, of the complexity and the traditions of the life 
to which he suddenly finds himself transplanted, through 
the English novelists. He says, in talking,, of reading 
to the old Duke of Stone, “ I tell you, for a fellow that 
knows nothing, it’s an easy way of finding out a lot of 
things. You find out what different kinds of people 
there are and what different kinds of ways. If you’ve 
lived in one place and been up against nothing but 
earning your living, you think that’s all there is of it — 

that it’s the whole thing. But it isn’t, by Gee! . . . I’ve 

begun to get on to what all this means to you people; 
how a fellow like T. T. must look to you. I’ve always 

sort of guessed, but reading a few dozen novels has 

helped me to see zvhy it’s that way. I’ve yelled right out 
laughing over it, many a time. That fellow called 
Thackeray—I can’t read his things right through —but 
he’s an eye-opener.” And later speaking of Kingsley’s 
Hereward, the Wake: “When Palford was explaining 
things to me he’d jerk in every now and then something 
about ‘ coming over with the Conqueror,’ or being here 


190 THE USE OF BOOKS AND LIBRARJES 


‘ before the Conqueror,’ I didn’t know what it meant, I 
found out in this book I’m talking about. It gave me the 
whole thing so that you sazv it.” 

Suggested Reading 

Lamed, J. N. The test of quality in books (in his Books and 
culture. 1906, p. 39-48). 

Lowell, J. R. Books and libraries. 

Perry, Bliss. Poetry (in Counsel on the reading of books, ed. 
by Henry Van Dyke). 

Repplier, Agnes. Biography (in Counsel on the reading of 
books). 

Stephens, H. M. History (in Counsel on the reading of books). 
Stevenson, R. L. Books that have influenced me. 

Some Aids in Book Selection. 

American Library Association Catalogue. Wash., D. 
C. Supt. of Documents. 1904. $1. 

American Library Association Catalogue. Supple¬ 
ment, 1904-11. Chicago. A. L. A. Publishing Board. 
1912. $1.50. 

The Book List: a Guide to the Best New Books (10 
numbers yearly). Chicago. A. L. A. Publishing Board. 
$i a year. 

These three publications are described in the chapter on 
Bibliographies. 

Book Review Digest. N. Y. H. W. Wilson Co. 
Price on service basis. 

Over 2000 books a year are recorded, with such infor- 
nation as price, publisher, a descriptive note, and an 
index of the reviews of the book. Plus and minus signs 
are used to show the character of the review, whether 
favorable or unfavorable. Published monthly. 


GENERAL PRINCIPLES OF SELECTION 191 

New York State Library. Best Books. Albany, N. 
Y. University of the State of New York. 10 cents 
each. 

Published annually by the N. Y. State Library. A 
selection of 250 “ best books ” of the year. Arranged by 
subjects; gives publisher, price, and descriptive note 
■for each book. “While this list has been prepared with 
special reference to smaller public libraries it will also be 
of much service to schools. All titles under the heading 
‘ Children’s Books ’ are recommended to those school li¬ 
braries which undertake to provide wholesome entertain¬ 
ment as well as useful information.” Preface. Best 
Books. 

Bibliographies. — The bibliographies listed in Chapter 
X and other bibliographies should be consulted in buying 
books along special lines. 

Revieivs. — Many periodicals contain reviews of cur¬ 
rent books; the most important are those in the Nation, 
Dial, New Republic, and The Rcznew. 

Lists of Childrens Books. — Special lists useful in se¬ 
lecting children’s books are given in Chapter XXIII. 

Exercise. 

1. Name three books which seem to you to answer the 
general test in book selection (see page 183) and tell why. 

2. Name one biography (other than those mentioned 
in the text) which you consider answers the tests for 
biography. 

3. Mention a book which seems to you to answer the 
requirements for a nature book, compare it with one 
which you consider does not meet the requirements. 

4. With the help of the Aids in Book Selection listed 
in this chapter, select: 


192 THE USE OF BOOKS AND LIBRARIES 


a. Ten books on history suitable for a school library. 

b. Three books on travel of general interest. 

c. Five recent books of value written for children. 

d. Three textbooks on the history of literature. 

Give them in the order of their value. 


Chapter XIV 

SELECTION OF BOOKS FOR THE HIGH 
SCHOOL LIBRARY 

The High School Library.— At the meeting of the 
Library Department of the National Education Associa- 
tion in 1909, the following statement was made: “ A high 
school without a library is as impossible as a high school 
without a laboratory.” ^ This suggests a further com¬ 
parison. The word laboratory carries with it the idea 
of equipment, the best and most up-to-date devices 
for chemical or physical or biological study. And so the 
word library should suggest not a lumber room for the 
storing of infrequently used volumes, but a live means 
of supplementing the work of the classroom and of stim¬ 
ulating the students to a real interest in books. 

The usefulness of the High School Library depends 
on three things: administration, instruction of students 
in its use, and the selection of books. The first two 
points have been dealt with elsewhere, the third will be 
considered in this chapter. 

Reference Books.— The High School Library may 
very properly make the Reference Collection its first 
care. No matter how small this may have to be at first, 
consisting, perhaps, of only two or three books, it is 
essential to have some means by which the pupils may 
learn the use of books as tools. Something may be ac- 

1 R. J. Aley, Superintendent of Public Instruction of Indiana. Books 
and high school pupils. N. E. A. Proceedings. 1909. p. 846. 

19.3 


194 the use of books AND LIBRARIES 


complished even with Webster’s Unabridged Dictionary 
and a copy of the World Almanac. The next step should 
he a good encyclopedia. The New International Ency¬ 
clopedia is excellent for the High School Library.^ A 
good atlas is, of course, a necessity, a handbook of quo¬ 
tations and one good reference book from every class, or 
nearly every class, i.e., history, biography, literature, 
sociology, and government, etc. (see Chapter V.) The 
list at the end of this chapter suggests a small reference 
collection for a High School Library. It should be kept 
in mind that there is much useful reference material 
which may be had at little or no expense. Suggestions 
for collecting such material are given in Chapter XXXI. 

Magazines.— Magazines form an important part of 
the Reference Collection, as they contain much valuable 
material for reference work which is made available by 
magazine indexes. The Readers’ Guide to Periodical 
Literature is issued monthly by the H. W. Wilson Com¬ 
pany, N. Y. Publishers should be consulted for the 
price, which varies with the number of periodicals sub¬ 
scribed for by the library. Only those magazines which 
are worth while should be subscribed for and. as a rule, 
the selection should be made from those indexed in the 
Readers’ Guide. The report of the Committee on High 
School Libraries of the Library Department of the Na¬ 
tional Education Association in 1912 gave from $700 to 
$500 as the average annual appropriation of High School 
Libraries for the purchase of books. With this appro¬ 
priation the High School Library might well spend $75 
or even $100 for magazines, this sum to include binding 
and a periodical index. A list of magazines recom- 

2 See What is the best encyclopedia? by A. V. Milner in Publig 
libraries, v. 18:105-6, March, 1913. 


THE HIGH SCHOOL LIBRARY 


195 


mended for a High School Library will be found at the 
end of this chapter. 

Books for General Reading.— While it is true that 
the Reference Collection should be first provided for, the 
High School Library cannot fulfill its proper function 
until it has on its shelves books which will interest and 
appeal to the students and encourage in them a real love 
of reading. For many students formal education stops 
with the end of the high school course. For them there 
can be no better training than forming the library habit 
which will put within their reach the opportunity to con¬ 
tinue their education after school days are over. 

Co-operation with the Public Library.— In cases 
where the High School Library is unable to provide any¬ 
thing but reference books it may be possible to borrow 
books for general reading from the Public Library, or 
to supplement a small collection by a loan from the Pub¬ 
lic Library and from the State Library Commission. 
Though often expedient and helpful such loans ought not 
to keep the High School Library from building up its 
own general collection. 

A Well-Rounded Collection.— Sometimes, owing to 
lack of funds, the growth of the High School Library 
must necessarily be slow, but the final aim of a well- 
rounded collection should always be kept in view. It 
must be remembered that there are all kinds of pupils 
to whom an appeal is to be made. Some boys do not 
naturally care for books, but if the library can contrive 
to attract them by some interesting, not too technical 
book on electricity, some book, which like Brigham’s 
Box Furniture, will show them how to make something, 
they may be led gradually to care for reading for its own 
sake. There should be, of course, representative books 


196 THE USE OF BOOKS AND LIBRARIES 


from the best of English and American literature — 
poetry, drama, essays, and fiction; plenty of good biog¬ 
raphy; history; some of the best travel books; and up-to- 
date scientific books, not too technical in character. Good 
modern fiction is not without its use,^ though this might 
better come last on the purchase list. Fortunately the 
average boy if he finds out the thrilling character of Far¬ 
rar’s Darkness and Dawn does not care whether it was 
first printed this year or twenty years ago. 

Complete Sets of an Author’s Works.— It is usually 
best to avoid complete sets of an author’s works, dupli¬ 
cating instead, the best and most called for volumes. Do 
not, for example, be tempted by an attractive offer of a 
“ complete set ” of James Fenimore Cooper. Much of 
it will stand on the shelves unused, while one copy each 
of The Dcerslayer and The Pathfinder may prove insuffi¬ 
cient for the demand. A complete de luxe edition in 
half morocco Ijinding of any author has a most forbid¬ 
ding appearance on the shelves of a school library. 

Editions.— Attractive editions have an important in¬ 
fluence in fostering the reading habit. High school stu¬ 
dents are not too old to be charmed by the spirited and 
well colored drawings of E. Boyd Smith in Scott’s Ivan- 
hoe ( Houghton, $2.50), or Cooper’s Last of the Mo¬ 
hicans (Holt, $1.35 net), or by the edition of Bunyan’s 
Pilgrim’s Progress, illustrated by the Rhead Brothers 
(Century, $1.75). Among inexpensive editions, Every¬ 
man’s Library (Dutton, 50 cents each, reinforced bind¬ 
ing 60 cents) is much more likely to attract young read¬ 
ers than the somewhat uninteresting Home Library 
(Burt) and the Astor Library (Crowell).^ 

3 See an interesting and suggestive article by IIerl)ert Bates, Tlie school 
and current fiction, ICnglish Journal, v. 1:15-38. 

4 Help in choosing editions may be found in the following: How to 


THE HIGH SCHOOL LIBRARY 


197 


Model Library.— The following list of books for a 
small High School Library is suggestive rather than final 
and choice of books will, of course, be influenced by local 
conditions. 

Owing to lack of si)ace it has been impossible to in¬ 
clude annotations. Descriptive notes for most of the 

books included may be found in Kroeger and Mudge, 
Guide to the Use and Study of Reference Ilooks; the 
American Library Association Catalogue and Supple¬ 

ment; Xew York State Library, Best Books, and the 
■Children’s Catalog, published by the H. W. Wilson Co. 

Books for a High School Library. 

REFEREXCE BOOKS 

Dictionaries and Encyclopedias. 

423 Webster’s New international dictionary. Rev. ed. Spring- 
tield (Mass.). Merriam. igoQ. $12. 

031 New international encyclopedia. Ed. 2. 24 v. N. Y. 

Dodd. 1914. $138."’ 

History. 

016.973 Cbanning, Edward, ITart, A. B. and Turner, F. J. Guide 
to the study and reading of American history. Rev. and 
augmented edition. Bost. Ginn. $2.50. 

973 Harper’s encyclopedia of U. S. history. New and rev. ed. 
N. Y. Harper. 1913. $24. 

The earlier edition will do for school use and may be 
picked up from second-hand and remainder dealers for 
from $6 to $10. 

970.1 Hodge, F. W. Handbook of American Indians, north of 
Mexico. 2 V. (Smithsonian Institution — Bureau of 

choose editions, by W. PL Foster with introduction by Martha T, 
Wheeler. A. L. A, Publishing Board. 15 cents; and a List of economical 
editions, compiled by LeRoy Jeffers. A. L. A. Publishing Board. 25 
cents. 

5 Schools can usually obtain a discount. 


198 THE USE OF BOOKS AND LIBRARIES 


American ethnology), Wash. D. C. Supt. of Documents. 

$ 3 . 

903 Lamed, J. N. ed. History for ready reference. Rev. and 
enl. ed. 7 v. Lynn (Mass.). Nichols. $35. 

902 Ploetz, Karl. Handbook of universal history from the 
dawn of civilization to the outbreak of the great war of 
1914. New ed. Bost. Houghton. $3. 

Classical Antiquities. 

913 Harper’s dictionary of classical literature and antiquities, ed.*' 
by H. T. Peck. N. Y. A. B. C. $6. 

Atlases. 

910 Lippincott’s new gazetteer of the world. New ed. N. Y. 
Lippincott. $10. 

912 Century atlas of the world. N. Y. Century. $12.50. 

If a cheaper atlas must be bought, substitute Rand, Mc¬ 
Nally and Co.’s New imperial atlas of the world. Chicago. 
Rand. $1.75. 

912 Mawson, C. O. S. Doubleday, Page and Co.’s geograpnical 
manual and new atlas. N. Y. Doubleday. $4.50. 

912 U, S. Geological survey. Topographic maps of your section 
and of those near by. Wash. D. C. U. S. Geological 
SuVvey. 10 cents each (cheaper if a quantity is bought). 

Historical Atlases. 

912 Bartholomew, J. G. Literary and historical atlas of Amer¬ 
ica. (Everyman’s library.) N. Y. Dutton. Reinforced 
binding. 60 cents. 

912 Bartholomew, J. G. Literary and historical atlas of Europe. 
(Everyman’s library.) N. Y. Dutton. Reinforced bind¬ 
ing. 60 cents. 

912 Shepherd, W. R. Historical atlas. N. Y. Holt. $2.50. 

Biography. 

920 Thomas, Joseph. Universal pronouncing dictionary of bio¬ 
graphy and mythology. Ed. 4, rev. Philadelphia. Lip¬ 
pincott. $10. 

920 U. S. Congressional directory. Latest ed. Wash. D. C. 

May be obtained free through U. S. Senator or Con¬ 
gressman. 


THE HIGH SCHOOL LIBRARY 


199 

920 Who’s who in America. Latest volume. Chic. Marquis. 

$5. 

920 Who’s who. Latest volume. N. Y. Macmillan. $5.50. 
Quotations and Allusions. 

808 Bartlett, John. Familiar quotations. Ed. 10. Bost. Little. 

$3. 

808 Hoyt, J. K. Cyclopedia of practical quotations. New ed. 

enl. N. Y. Funk. $6. Arranged by subject. 

803 Brewer, E. C. Reader’s handbook of allusions, references, 
plots and stories. New ed. Philadelphia. Lippincott- 
$ 3 - 50 . 

Literature. 

820 Chambers’ cyclopedia of English literature. New ed. 3 v. 

Philadelphia. Lippincott. $12. 

808 Clark, S. H. Handbook of best readings. N. Y. Scribner. 
$1.25. 

Contains both prose and poetry. 

808 Granger, Edith. Index to poetry and recitations. Chicago. 

McClurg. 1909. $5. (New ed. in preparation.) 

811 Stedman, E. C. comp. American anthology. Bost. Hough¬ 
ton. $3. 

821 Stevenson, B. E. Home book of verse, American and 

English, 1580-1912. 8 v. N. Y, Holt. $12. 

821. Ward, T. H. ed. English poets: selections. 5 v. N. Y. 
Macmillan. $1.10 each. 


Art. 

803 Champlin, J. D. Young folks’ cyclopedia of literature and 
art. N. Y. Holt. $3. 

720 Kimball, S. F. and Edged, G. H. History of architecture. 
N. Y. Harper. $ 3 - 50 - 

709 Reinach, Salomon. Apollo, a manual of history of art 
throughout the ages; tr. by F. Simonds. New ed. N. Y. 
Scribner. $1.50. 

709 Tarbell, F. B. History of Greek art. N. Y. Macmillan. 
$1.25. 


200 THE USE OF BOOKS AND LIBRARIES 


Useful Arts. 

603 Scientific American cyclopedia of receipts, notes, and 
queries. N. Y. Munn. $5. 

Science. 

582 Britton, N. L. and Shafer, J. A. North American trees. 
N. Y. Holt. $7. 

590 Hornaday, W. T. American natural history. N. Y. Scrib¬ 
ner. $3.50. 

595 Lutz, F. E. Field book of insects. N. Y. Putnam. $2.50. 
580. A'lathews, F. S. Field book of American wild flowers. 
N. Y. Putnami $2.50. 

598 Chapman, F. M. Handbook of birds of eastern North 
America. Ed. 4. N. Y. Appleton. $3.75. 

598 Nuttall, Thomas. Popular handl)Ook of the birds of the 
U. S. and Canada. New ed. Bost. Little. $3. 

Language. 

424 Crabb, George. English synonyms. Centennial ed. N. Y. 
Harper. $1.00. 

Dictionaries in Foreign Languages. 

443 Spiers, Alexander and Surenne, Gabriel. French and Eng¬ 
lish pronouncing dictionary, revised by G. P. Quackenbos. 
N. Y. Appleton. $5.50. 

If too expensive substitute the following: 

443 Edgren, A. H. and Burnett, P. B. French and English 
dictionary. N. Y. Holt. $1.50. 

443 Larousse, Pierre. Petit Larousse illustre; nouveau dic- 
tionnaire encyclopedique. N. Y. Stechert. $1.50. 

433 Fliigel, J. G. Universal English-German and German-Eng- 
lish dictionary. New ed. by K. F. A. Fliigel. 3 v. N. Y. 
Lemcke. $16.50. 

If too expensive, substitute, 

433 Fliigel, K. F. A., Schmidt, I., and Tanger, G. German and 
English dictionary. 2 v. N. Y. Stechert. $4.50. 

463 Velazquez de la Cadena, Mariano. Pronouncing dictionary 
of the Spanish and English languages. New ed. rev. and 
enl. by Edward Gray and J. L. Iribas. N. Y. Appleton. 
2 V. $6. 


THE HIGH SCHOOL LIBRARY 


201 


463 Larousse, Pierre. Pequeno Larousse ilustrado; ntievo dic- 
cionario enciclopedico. N. Y. Stechert. $3. 

473 Harper’s Latin dictionary, ed. by C. T. Lewis and Charles 
Short. N. Y, American B. C. $6.50, or, 

473 Lewis, C. T. Elementary Latin dictionary. N. Y. Amer¬ 
ican B. C. $2. 

483 Liddell, H. D. and Scott. Robert. Greek-English lexicon. 

Ed. 8. N. Y, Oxford Press. $9, or, 

483 Liddell, H. G. and Scott, Robert. Greek-English lexicon. 
Intermediate edition. N. Y. Oxford Press. $3.50. 

Economics and Government. 

303 Bliss, W. D. P. and Binder, R. IM. New encyclopedia of 
social reform. New ed. N. Y. Funk. $7.50. 

317 U. S. Commerce and labor department. Statistical abstract 
of the U. S. Latest ed. Wash. D. C. Apply to the de¬ 
partment or to your congressman. 

317 World almanac and encyclopedia. N. Y. Press Pub. Co. 
25 cents. 

Customs. 

398 Walsh, W. S. Curiosities of popular custom, and of rites, 
ceremonies, observances and miscellaneous antiquities. 
Philadelphia. Lippincott. $3-50. 

Mythology. 

292 Gayley, C. M. Classic myths in English literature based 
originally on Bullfinch’s “ Age of Fable.” Rev. ed. 
Bost. Ginn. $1.50. 

Helps for Debates. 

808 Brookings, W. D. and Ringwalt, R. C. Briefs for debate. 
N. Y. Longmans. $1.25. 

808 Foster, W. T. Essentials of exposition and argument. 

Bost. Houghton. 1911. 90 cents. 

808 Kleiser, Grenville. How to argue and win. N. Y. Funk. 

$1.25.® 

8c8 Matson, 'Henry. References for literary workers. Ed. 8. 
Chicago. McClurg. $2. 

6 Kleiser’s Complete Guide to Public Speaking (Funk, $5), is useful 
in high school debate work if the library can afford it. 


202 


THE USE OE BOOKS AND LIBRARIES 


808 Ringwalt, R. C. Briefs on public questions. N. Y. Long¬ 
mans. $1.20. 

808 Robbins, E. C. High school debate book. Ed. 5. Chi¬ 
cago. McClurg. $1. 

328 Robert, J. T. Primer of parliamentary law, for schools, 
colleges, clubs, fraternities. N. Y. Doubleday. 75 
cents.^ 

PERIODICALS RECOMMENDED FOR A HIGH SCHOOL 

LIBRARY 

(Starred items are recommended for first choiqe) 

* Atlantic monthly. Boston. Houghton. $4. 

Boys’ life; the boy scout’s magazine (monthly). N. Y. Boy 
Scouts of America. $1.50. 

* Century illustrated monthly magazine. N. Y. Century. $4. 
Good housekeeping (monthly). N. Y. American Home 

Magazine Co. $1.50. 

* Harper’s monthly magazine. N. Y. Harper. $4. 

House and garden (monthly). N. Y. McBride. $3. 
Independent (weekly).' N. Y,. The Independent Corporation. 

$4. 

* Literary digest (weekly). N. Y. Funk and Wagnalls. $3. 

* National geographic magazine (monthly). Wash. D. C. Na¬ 

tional Geographic Society. $2.50. 

North American review (monthly). N. Y. N. Amer. Rev. 
Pub. Co. $4. 

* Outing magazine (monthly). N. Y. Outing Pub. Co. $3. 
Popular mechanics magazine (monthly). Chic. Popular Me¬ 
chanics Co. $1.50. 

‘ Popular science (monthly). N. Y. $1.50. 

“ A summary of new inventions and new developments 
in industry and science, popularized to such an extreme 
as often to verge on inaccuracy.” Walter. Periodicals 
for the Small Library. 

This and Popular Mechanics are not indexed in the 
Reader’s Guide, but are popular and useful with boys. 

7 The Debater’s handbook series. White Plains, N. Y. H. W. Wilson 
($i a volume) contains many volumes useful for high-school debate work. 


THE HIGH SCHOOL LIBRARY 


203 

* Review of reviews, American (monthly). N. Y. Rev. of Rev. 

Pub. Co. $3. 

* Saint Nicholas (inonthBO- N. Y. Century Co. $3. 

School arts magazine (10 numbers yearly). Post. School arts 
publishing Co. $2. 

Not indexed in the general periodical indexes. 

School review (10 numbers yearly). Chic. University of 
Chicago press. $1.50. 

♦Scientific American (weekly). N. Y. Munn. $3. 

Scribner’s magazine (monthly). N. Y. Scribner. $3. 

Survey (weekly). N. Y. Survey Associates. $2. 

♦World’s work (monthly). N. Y. Doubleday. $3. 

Youth’s companion (weekly). Post. Perry Mason Co. $2. 

Periodical Index. 

Readers’,guide to periodical literature. H. W. Wilson Co., N. Y. 
Consult pub. for price. 


GENERAL COLLECTION 


History. 

904 Creasy, Sir E. S. Fifteen decisive battles of the world; 
from Marathon to Waterloo. (Everyman’s library.) N. 
Y. Dutton. Reinforced binding. 60 cents. 

Ancient History. 

930 Potsford, G. W. Ancient history for beginners. N. Y. 
Macmillan. $1.50. 

930 Seignobos, Charles. History of ancient civilization, tr. and 
ed. by A. H. Wilde. N. Y. Scribner. $1.35. 

930 West, W. M. Ancient history to the death of Charlemagne. 
Post. Allyn. $1.50. 

Egypt. 

913.32 Maspero, G. C. C. Life in ancient Egypt and Assyria. 
N. Y. Appleton. $1.75. 

The Hebrezvs. 

933 Hosmer, J. K. The Jews, ancient, mediaeval and modern. 
(Story of the nations.) N. Y. Putnam. $1.50. 


204 the- use of books AND LIBRARIES 


Greece and Rome. 

937 Botsford, G. W. History of Rome. N. Y. Macmillan. 
$1.40. 

937 Bury, J. B. History of the Roman empire. (Student’s 
series.) N. Y. Am. Bk. Co. $1.50. 

913-37 Johnston, H. W. Private life of the Romans. (Lake 
classics.) Chicago. Scott, Forsman. $1.50. 

937 Fowler, W. W. City state of the Greeks and Romans. N. 

Y. Macmillan. $1.50. 

913-37 Gow, James. Companion to school classics. N. Y. 
Macmillan. $2.00. 

938 Bury, J. B. History of Greece to the death of Alexander. 

N. Y. ]\Iacmillan. $2.75. 

938 Harrison, J. A. Story of Greece. (Story of the nations.) 
N. Y. Putnam. $1.50. 

938 Mahaffy, J. P. Story of Alexander’s empire. (Story of the 
nations.) N. Y. Putnam. $1.50. 

913-38 Gulick, C. B. Life of the ancient Greeks with special 
reference to Athens. N. Y. Appleton. $1.50. 

General European History. 

940 Adams, G. B. European history; an outline of its develop¬ 
ment. N. Y. Macmillan. $1.40. 

Middle Ages. 

940 Adams, G. B. Mediaeval civilization. (History primer ser.) 
N. Y. Am. Bk. Co. 35 cents. 

940 Bryce, James. Holy Roman empire. Rev. ed. N. Y. 
Macmillan. $1.75. 

940 Emerton, Ephraim. Introduction to the study of the middle 
ages. Bost. Ginn. $1.12. 

940 Emerton, Ephraim. Mediaeval Europe. Bost. Ginn. $1.50. 
940 Harding, S. B. Story of the middle ages. Chicago. 
Scott. 50 cents. 

940 Tappan, E. M. When knights were bold. Bost. Hough¬ 
ton. $2. 

History of Modern Times. 

940 Robinson, J. H. and Beard, C. A. Development of modern 
Europe. (School ed.) 2 v. Bost. Ginn. $3.10. 


THE HIGH SCHOOL LIBRARY 205 


England. 

942 Gardiner, S. R. Student’s history of England. New ed. 
N. Y. Macmillan. $3.50. 

942 Green, J. R. Short history of the English people. Rev. and 
enl. N. Y. Am. Bk. Co. $2.. 

942 Macaulay, T. B. History of England. 3 v. (Everyman’s 

library.) N. Y. Dutton. Reinforced binding. $1.80. 

Scotland. 

941 Marshall, H. E. Scotland’s story. N. Y. Stokes. $3.00. 
Germany. 

943 Henderson, E. F. Short history of Germany. New ed. 

2 V. N. Y. Macmillan. $3.50. 

France. 

9_I4 Adams, G. B. Growth of the French nation. N. Y. Mac¬ 
millan. $1.25. 

944 Carlyle, Thomas. French revolution. 2 v. (Everyman’s 

library.) N. Y. Dutton. Reinforced binding. $1.20. 

944 Mathews, Shailer. French revolution. N. Y. Longmans. 

$1.25. 

Spain. 

946 Irving, Washington. Conquest of Granada. (Everyman’s 

library.) N. Y. Dutton. Reinforced binding. 60 cents. 

Russia. 

947 Morfill, W. R. Story of Russia. (Story of the nations 

ser.) N. Y. Putnam. $1.50. 

Norzvay. 

948 Boyesen, H. H. Story of Norway. (Story of the nations 

ser.) N. Y. Putnam. $1.50. 

The Netherlands. 

949 Griffis, W. E. Brave little Holland. (Riverside library for 

young people.) Bost. Houghton. 75 cents. 

949 Motley, J. L. Motley’s Dutch nation; being the Rise of the 
Dutch Republic, 1555-1584; condensed and a brief history 


2o6 the use of books AND LIBRARIES 


of the Dutch people to 1908 by W. E. Griffis. New ed. 
N. Y. Harper. $ 1 . 75 - 

Japan. 

952 Griffis, W. E. Japan in history, folk-lore and art. 
(Riverside library for young people.) Bost. Houghton. 
75 cents. 

Mexico. 

972 Prescott, W. H. Conquest of Mexico. 2 v. (Everyman’s 

library.) N. Y. Dutton. Reinforced binding. $1.20. 

North American Indians. 

970 Drake, F. S.* Indian history for young folks. N. Y. Har¬ 
per. $3. 

970 Eastman, C. A. Soul of the Indian. Bost. Houghton. $1. 
970 Grinnell, G. B. Story of the Indian. (Story of the West.) 
N. Y. Appleton. $1.40. 

U. S. History. General. 

973 Elson, H. W. History of the U. S. of America. N. Y. 

2 V. Klacmillan. $2. 

973 McLaughlin, A. C. History^ of the American nation 

(Twentieth century textbooks.) N. Y. Appleton. $1.40. 
973 Muzzey, D. S. American history. Bost. Ginn. $1.50. 

Special Periods. 

973 Brady, C. T. Border fights and fighters. Ed. 2. N. Y. 
Donbleday. $1.50. 

973 Coffin, C. C. Boys of ’76. N. Y. Harper. $2. 

973 Coffin, G- C. Old times in the colonies. N. Y, Harper. 
$2. 

973 Fiske, John. American revolution. 2 v. Bost. Houghton. 

$3.60. 

973 Fiske, John. Beginnings of New England. Bost. Hough¬ 

ton. $1.80. 

973 Fiske, John. Critical period of American history, 1783-89. 
Bost. Houghton. $1.80. 

973 Fiske, John. Discovery of America. 2 v. Bost. Hough¬ 

ton. $3.60. 


THE HIGH SCHOOL LIBRARY 207 

973 Fiske, John. Dutch and Quaker colonies in America. 2 v. 
Bost. Houghton. $3.60. 

973 Fiske. John. New France and New England. Bost. 
Houghton. $1.80. 

973 Fiske, John. Old Virginia and her neighbors. 2 v. Bost. 
Houghton. $3.60. 

973 Hamilton, Alexander. The federalist. (Everyman’s li¬ 
brary.) N. Y. Dutton. Reinforced binding. 6o cents. 
973 Parkman, Francis. Conspiracy of Pontiac. 2 v. (Every¬ 
man’s library.) N. Y. Dutton. Reinforced binding. 
$1.20. 

973 Parkman, Francis. La Salle and the discovery of the great 
West. (Popular ed.) Bost. Little. $1.50. 

973 Parkman, Francis. Montcalm and Wolf. 2 v. (Popular 
ed.) Bost. Little. $3. 

973 Parkman, Francis. Pioneers of France in the new world. 

(Popular ed.) Bost. Little. $1.50. 

973 Pryor, Mrs. S. A. R. Reminiscences of peace and war. 
N. Y. Grosset. 75 cents. 

973 Wilson, Woodrow. Division and reunion, 1829-1889. 

(Epochs of American history.) New ed. N. Y. Long¬ 
mans. $1.25. 

Travel and Description. 

910 Bullen, F. T. Cruise of the Cachalot. N. Y. Appleton. 
$i- 35 - 

910 Dana, R. H. jr. Two years before the mast. N. Y. Mac¬ 
millan. $2. 

.Another attractively illustrated edition is published by 
Houghton at $1.50, It may also be had in the Riverside 
literature series for 64 cents. (Houghton.) 

910 Slocum, Josiah. Around the world in the Sloop Spray, N. 
Y. Scribner. 50 cents. 

910 Stockton, F. R. Buccaneers and pirates of our coast. N. 
Y. Macmillan. $1.50. 

919 Turley, Charles. Voyages of Captain Scott; retold from 
“ The voyage of the Discovery ” and “ Scott’s last expedi¬ 
tion”; with an introduction by Sir J. M. Barrie. N. Y. 
Dodd. $2. 


2o8 the use of books AND LIBRARIES 


England. 

914 Hawthorne, Nathaniel. Our old home. (Little classics ed.) 
Bost. Houghton. $1. 

914 Winter, William. Shakespeare’s England. New ed. N. Y. 
Grosset, 75 cents. 

Germany. 

914 Sidgwick, Mrs. Alfred. Home life in Germany. Ed. 3. 
(Macmillan standard lib.) N. Y. Macmillan. 50 cents. 

France. 

914. Stevenson, R. L. Inland voyage. (Biographical ed.) 
Scribner, $1.20. 

914 Stevenson, R. L. Travels with a donkey. (Biographical 
ed.) Scribner. $1.20. 

Italy. 

914 Howells, W. D. Italian journeys. Bost. Houghton. 
$1.50. 

Russia. 

914 Hapgood, I. F. Russian rambles. Bost. Houghton. $1.50. 
Sivitzerland. 

914, Tyndall, John. Hours of exercise in the Alps. (Every¬ 
man’s lib.) N. Y. Dutton. 60 cents. 

Asia and Africa. 

915 Allen, T. G. and Sachtleben, W. L. Across Asia on a 

bicycle. N. Y. Century. $1.50. 

915 Bacon, A. M. Japanese interior. (Riverside school li¬ 

brary.) Bost. Houghton. 75 cents. 

916 DuChailhi, P. B. Stories of the gorilla country. N. Y. 

Harper. $1.25. 

North America. 

917.3 Earle, Mrs. A. M. Home life in colonial days. (Mac¬ 
millan standard lib.) N. Y. Macmillan. 50 cents. 

917.2 Franck, H. A. Tramping through Mexico, Guatemala and 
Honduras. N. Y. Century. $2, 


THE HIGH SCHOOL LIBRARY 


209 

917.3 Hough, Emerson. Story of the cowboy. (Story of the 
West.) N. Y. Appleton. $1.40. 

917.8 Lunnnis, C. F. Some strange corners of our country. 
X. V. Century. $1.50. 

917.8 Muir, John. Our national par|<s. Bost. Houghton. 

$175. 

917.8 Parkman, Francis. Oregon trail. Boston. Little. $1. 
917.1 Wallace, Dillon. Lure of the Labrador wild. New ed. 
Chicago. Revell. $1.75. 

917.5 Warner, C. D, On horseback: a tour in Virginia, Noith 
Carolina and Tennessee with notes of travel in Mexico 
and California. Bost. Houghton. $1.25. 

917.9. White, S. E. The mountains. N. Y. Doubleday. $1.50. 

South America. 

918 Bryce, James. South America. New ed. N. Y. Macmil¬ 
lan. $2.75. 

918 Wilcox, Marrion and Rines, G. E. eds. Encyclopedia of 
Latin America. N. Y. Encyclopedia Americana corpora¬ 
tion. $10. 

Biography. 

920 Johnston, C. H. L. Famous cavalry leaders. N. Y. Page. 
$1.50. 

920 Plutarch. Lives. (Everyman’s lib.) 3 v. N. Y. Dutton. 
Reinforced binding. $1.80. 

920 Yonge, C. M. Book of golden deeds. (Everyman’s lib.) 
N. Y. Dutton. Reinforced binding. 60 cents. 

Lives of Individuals. 

Cheney, Mrs. E. D. L. ed. Louisa May Alcott, her life, letters 
and journals. Bost. Little. $1.50. 

Antin, Mary. The promised land. Bost. Houghton. $i 75. 

Autobiography of a Russian immigrant. 

Fronde, J. A. Ccesar, a sketch. N. Y. Harper. 60 cents. 
Strachan-Davidson, J. L. Cicero and the fall of the Roman re¬ 
public. (Heroes of the nations ser.) N. Y. Putnam. 
$1.50. 

Meadowcroft, W. H. Boy’s life of Edison. N. Y. Harper. 

$1.25. 


210 THE USE OF BOOKS AND LIBRARIES 


Thompson, S. P. Michael Faraday, his life and his work. N. 
Y. Macmillan. $1.25. 

Franklin, Benjamin. His life written by himself, condensed for 
school use by D. H. Montgomery. Dost. Ginn. 40 cents. 
Hill, F. T. On the trail of Grant and Lee. N. Y. Appleton. 
$1.60. 

Lodge, H. C. Alexander Hamilton. (American statesmen.) 
Bost. Houghton. $1.25. 

Huxley, T. H. Autobiography and selected essays ed. by E. S. 
Simons. (Twentieth century textbooks.) N. Y. Appleton. 
40 cents. 

Morse, J. T. Thomas Jefferson. (American statesmen.) Bost. 
Houghton. $1.25. 

Keller, Helen. Story of my life. N. Y. Doubleday. $1.50. 
White. H. A. Robert E. Lee and the Southern confederacy. 

(Heroes of the nations.) N. Y. Putnam. $1.50. 
Bradford, Gamaliel. Lee, the American. Bost. Houghton. 

$2.50. 

Morse, J. T. Abraham Lincoln. 2 v. (American statesmen.) 
Bost. Houghton. $2.50. 

Gilchrist, B. B. Life of Mary l^yon. Bost. Houghton. $1.50. 

Seeley, Sir J. R. Short history of Napoleon the First. Bost. 
Little. $1.50. 

Richards, Mrs. L. E. Florence Nightingale. N. Y. Appleton. 
$i- 35 - 

Palmer, G. H. Life of Alice Freeman Palmer. Bost. Hough¬ 
ton. $1.50. 

Abbott, Evelyn. Pericles and the golden age of Athens. (He¬ 
roes of the nations.) N. Y. Putnam. $1.50. 

Hunt, C. L. Life of Ellen H. Richards. Bost. Whitcomb. 
$1.50. 

Riis, Jacob. Making of an American. (Macm. standard li¬ 
brary.) N. Y. Macmillan. 50 cents. 

Schulic, J. W. My life as an Indian. N. Y. Doubleday. $1.50. 
Lockhart. J. G. Life of Sir Walter Scott. (Everyman’s library.) 

N. Y. Dutton. Reinforced binding. 60 cents. 

Lodge, H. C. George Washington. 2 v. (American statesmen.) 
Bost. Houghton. $2.50. 


THE HIGH SCHOOL LIBRARY 


211 


Scudder, H. E. George Washington. (Riverside library for 
young people.) Dost. Houghton. 75 cents. 

Smiles, Samuel. Josiah Wedgivood. N. Y. Harper. $1.50. 

Literary History and Criticism. 

808 Clodd, Edward. Story of the alphabet. (Library of useful 
stories.) N. Y. Appleton. 60 cents. 

808 Lounsbury, T. R. History of the English language. New 
ed. Holt. $1.25. 

808 Perry, Bliss. Study of prose fiction. Bost. Houghton. 
$i. 35 - 

810 Pancoast, H. S. Introduction to American literature. N. 

Y. Holt. $1.12. 

811 Stedman, E. C. Poets of America. Bost. Houghton. 

$2.50. 

820 IMoody, W. V. and Lovett, R. M. History of English litera¬ 

ture. Rev. ed. N. Y. Scribner. $1.35. 

821 Brooke, Stopford. Studies in poetry. N. Y. Putnam. 

$1.75. 

821 Stedman, E. C. Victorian poets. Rev. ed. Bost. Hough¬ 

ton. $2.50. 

822 Brooke, Stopford. On ten plays of Shakespeare. N. Y. 

Holt. $2.25. 

822 Dowden, Edward. Shakespeare, his mind and his art. N. 
Y. Harper. $1.75. 

822 Jameson, Mrs. A. B. M. Shakespeare’s heroines. N. Y. 
Macmillan. $1.75. (Bohn library.) 

822 Matthews, Brander. Development of the drama. N. -Y. 

Scribner. $1.25. 

823 Cross, W. L. Development of the English novel. New ed. 

N. Y. Macmillan. $1.60. 

830 Thomas, Calvin. History of German literature. N. Y. 
Appleton. $2.00. 

840 Dowden, Edward. History of French literature. N. Y. 
Appleton. $2.00. 

870 Laing, G. J. ed. Masterpieces of Latin literature. Bost. 
Houghton. $1.50. 

880 Wright, J. H. ed. Masterpieces of Greek literature. Bost. 
Houghton. $1.50. 


212 THE USE OF BOOKS AND LIBRARIES 


Orations. 

825 Burke, Edmund. Speech on American taxation, with speech 
On Conciliation with America; Letter to the sheriff of 
Bristol, ed. by F. G. Selby. (English classics.) N. Y. 
Macmillan. 70 cents. 

808 Cody, Sherwin, ed. Selections from the world’s greatest 
orations. Ed. 6. Chic. IMcClurg. $1. 

815 Johnston, Alexander, ed. American orations, re-edited by 
J. A. Woodburn. N. Y. Putnam. 4 v. $5.50. 

815 Harding, S. B. Select orations illustrating American politi¬ 
cal history. N. Y. Macmillan. $1.25. (Purchase this if 
Johnston is too expensive. ) 

815 Hayne, R. Y. and Webster, Daniel. Great debate between 
Hayne and Webster on Foote’s resolution, ed. by L. Swift. 
Bost. Houghton. 44 cents. 

815 Lincoln, Abraham. Speeches and letters. (Everyman’s li¬ 
brary.) N. Y. Dutton. Reinforced binding. 60 cents. 
815 Lincoln, Abraham. Gettysburg address and Bunker Hill 
oration and other papers; with Carl Schurz’s Abraham 
Lincoln. Bost. Houghton. 44 cents. 

815. Webster, Daniel. Orations on Bunker Hill monument. 

(Eclectic English classics.) N. Y. American Bk. Co. 20 
cents. 

This includes also “The character of Washington” and 
“ The landing of the pilgrims.” 

815 Wilson, Woodrow. In our first year of war; messages and 
addresses to Congress and the people. N. Y. Harper. 

$1. 

Poetry. 

821 Arnold, Matthew. Poems. (Everyman’s library.) N. Y. 

Dutton. Reinforced binding. 60 cents. 

821 Browning, Mrs. E. B. Poems. (Cambridge ed.) Bost. 

Houghton. $2. 

821 Browning, Robert. Complete poetic and dramatic works. 

(Cambridge ed.) Bost. Houghton. $3.00. 

811 Bryant, W. C. Poetical works. N. Y. Appleton. $1.50. 
821 Chaucer, Geoffrey. Canterbury tales. (Everyman’s li¬ 

brary.) N. Y. Dutton. Reinforced binding. 60 cents. 


THE HIGH SCHOOL LIBRARY 


213 


811 Emerson, R. W. Poems and essays. (Riverside literature 
ser.) Dost. Houghton. 44 cents. 

821 Goldsmith, Oliver. Poems and plays. (Everyman’s li¬ 
brary.) N. Y. Dutton. Reinforced binding. 60 cents. 
811 Holmes, O. W. Complete poetical works. (Household 
ed.) Post. Houghton. $1.50. 

883 Homer. Iliad, tr. into blank verse by W. C. Bryant. (Stu¬ 
dent’s ed.) Bost. Houghton, $1.50. 

883- Homer. Iliad; tr. into prose by Lang, Leaf and Myers. 
N. Y. Macmillan. 80 cents. 

883 Homer. Odyssey; tr. into blank verse by W. C. Bryant. 

(Student’s ed.) Bost. Houghton. $1.25. 

883 Homer. Odyssey; tr. into prose by G. H. Palmer. Bost. 
Houghton. $1. 

821 Keats, John. Poetical works. (Everyman’s library.) N. 

Y. Dutton. Reinforced binding. 60 cents. 

821 Kipling, Rudyard. Collected verse. N.^ Y. Doubleday. 

$2. 

811 Lanier, Sidney. Select poems, ed. by Morgan Callaway, Jr, 
N. Y, Scribner. $1. 

811 Longfellow, H. W. Complete poetical works, (Cambridge 
ed.) Bost. Houghton. $2, 

811 Lowell, J. R. Complete poetical works, (Cambridge ed.) 
Bost. Houghton. $2. 

821 Macaulay, T. B. Lays of ancient Rome and other poems; 
and Lays of the Scottish cavaliers by W. E. Aytoun. 

Bost. Houghton. 50 cents. 

821 Masefield, John. The story of a round-house and other 
poems. N. Y. Macm. $1.30. 

821 Milton, John. Complete poems. (Everyman’s library.) N. 

Y. Dutton. Reinforced binding. 60 cents. 

821 Noyes, Alfred. Collected poems. 2 v. N. Y, Stokes. 

$3. 

811 Poe, E, A. Poems ; ed. by Killis Campbell. Bost. Ginn. 
$1.50. 

821 Shelley, P. B, Selected poems; ed. by G. H. Clarke. (Riv¬ 
erside literature ser.) Bost. Houghton. 65 cents. 

821 Spenser, Edmund. Faerie Queene. (Everyman’s library.) 
2 V. N. Y. Dutton. Reinforced binding. $1.20. 


214 the use of books and libraries 


821 Stevenson, R. L. Poems. (Biographical ed.) N. Y. 
Scribner. $1.20. 

821 Tennyson, Alfred. Complete poetical works. (Household 
ed.) Bost. Houghton. $1.50. 

871 Virgil, ^neid, tr. into English verse by John Conington. 
N. Y. Longmans. $1. 

811 Whittier, J. G. Complete poetical works. (Cambridge ed.) 

Bost. Houghton. $2. 

Poetry-Collections. 

821 Bates, K. L. ed. Ballad book. Bost. Sibley. 60 cents. 
821 Clarke, G. H. ed. A treasury of war poetry. British and 
American poems of the world war, 1914-1917. Bost. 
Houghton. $1.25. 

821 Hales, J. W. ed. Longer English poems. N. Y. Macmil¬ 
lan. $1.10. 

821 Palgrave, F. T. ed. Golden treasury. Rev. and enl. ed. 

(Golden treasury ser.) N. Y. Macmillan. $1. 

821 Percy, Thomas, bp. comp. Reliques of ancient English 
poetry. 2 v. (Everyman’s library.) N. Y. Dutton. 
Reinforced binding. $1.20. 

821 Quiller-Couch, A. T. ed. Oxford book of English verse. 
Oxford. Clarendon Press. $2.50. 

821 Wiggin, Mrs. K. D. and Smith, N. A. Golden numbers, a 

book of verse for youth. N. Y. Doubleday. $2.00. 

Drama. 

812 Peabody, Mrs. J. P. The piper. Bost. Houghton. $1.50. 

822 Lamb, Charles and Mary. Tales from Shakespeare. Ox¬ 

ford. Clarendon Press. 75 cents. 

822 Shakespeare, William. The following plays in the Rolfe ed. 
N. Y. American Bk. Co. 56 cents each. 

All’s well that ends well. 

Antony and Cleopatra. 

As you like it. 

Comedy of errors. 

Cymbeline. 

Hamlet. 

Henry IV, V, VI, VIII. 

Julius Caesar. 


THE HIGH SCHOOL LIBRARY 


215 


Ring John. 

King Lear. 

Love’s labour’s lost. 

Macbeth. 

Merchant of Venice. 

Merry wives of Windsor. 

Midsummer night’s dream. 

Much ado about nothing. 

Othello. 

Richard TIT. 

Romeo and Juliet. 

Taming of the shrew. 

Tempest. 

Twelfth night. 

Two gentlemen of Verona. 

Winter's tale. 

822 Sheridan, R. B. The rivals. (Temple dramatists.) N. Y. 
Dutton. 45 cents. 

822 Sheridan, R. B. School for scandal. (Temple dramatists.) 
N. Y. Dutton. 45 cents. 

Essays. 

824 Addison, Joseph. Selections ed. by Barrett Wendell and 
C. N. Greenough. Bost. Ginn. 80 cents. 

814 Aldrich, T. B. Ponkapog papers. Bost. Houghton. $1. 
824 Bacon, Francis. Essays, ed. by C. S. Northrup. (Riverside 
literature ser.) Bost. Houghton. 55 cents. 

824 Benson, A. C. From a college window. N. Y. Putnam. 
$1.50. 

824 Carlyle, Thomas. Sartor Resartus; and On heroes and 
hero-worship and the heroic in history. (Everyman’s li¬ 
brary.) N. Y. Dutton. Reinforced binding. 60 cents. 
S14 Crothers, S. M. The gentle reader. Bost. Houghton. 
$1.25. 

814 Curtis. G. W. Prue and I and Lotus-eating. (Everyman’s 
library.) N. Y. Dutton. Reinforced binding. 60 cents. 
824 DeQuincey, Thomas. Confessions of an opium-eater. 
(Everyman’s library.) N. Y. Dutton. Reinforced bind¬ 
ing. 60 cents. 


2i6 the use of books AND LIBRARIES 

824 DeQiiincey, Thomas. Joan of Arc and the English mail- 
coach, ed. by R. A. Witham. (Riverside literature ser.) 
Bost. Houghton. 28 cents. 

814 'Emerson, R. W. Essays, ist and 2d series. (Everyman’s 
library.) N. Y. Dutton. Reinforced binding. 60 cents. 
814 Emerson, R. W. English traits; Representative men and 
Other essays. (Everyman’s library.) N. Y. Dutton. 
Reinforced binding. 60 cents. 

814 Holmes, O. W. Autocrat of the breakfast table. (Every¬ 
man’s library.) N. Y. Dutton, Reinforced binding. 60 
cents. 

814 Irving, Washington. Alhambra; il. by J. Pennell. N. Y. 
Macmillan. $1.50. 

814 Irving, Washington. Sketch book. (Everyman’s library.) 

N. Y. Dutton. Reinforced binding. 60 cents. 

824 Lamb, Charles. Essays of Elia. (Everyman's library.) N. 
Y. Dutton. Reinforced binding. 60 cents. 

This includes the First and Last Essays of Elia. 

814 Lowell, J. R. Books and libraries and other papers; De¬ 
mocracy, (Riverside literature ser.) Bost. Houghton. 
40 cents. 

814 Lowell, J. R. Fireside travels. Bost. Houghton. $1. 

814 Lowell, J. R. My study windows. Bost. Houghton. $2. 
824 Macaulay, T. B. Critical and historical essays. 2 v. 
(Everyman’s library.) N. Y. Dutton. Reinforced bind¬ 
ing. $1.20. 

814 ReppHer, Agnes. Varia. Bost. Houghton. $1.25. 

824 Ruskin, John. Sesame and lilies. (Everyman’s library.) 
N. Y. Dutton. Reinforced binding. 60 cents. 

Contains also Tw'o paths and King of the golden 
river. 

824 Stevenson, R. L. Familiar studies of men and books, N. 
Y, Scribner. $1.20. 

824 Stevenson, R. L. Virginibus puerisque. N. Y, Scribner. 
$1.20. 

824 Thackeray, W. M. Four Georges; English humourists. 
Bost. Houghton. $1.50. 

814 Thoreau, H. D, Walden. (Everyman’s library.) N. Y. 
Dutton. Reinforced binding. 60 cents. 


THE HIGH SCHOOL LIBRARY . 217 

814 Van Dyke, Henry. Fisherman’s luck. N. Y. Scribner. 
$2. 

814 Warner, C. D. My summer in a garden. (Riverside Al- 
dine ser.) Dost. Houghton. $1. 

814 Warner, C. D. In the wilderness. Bost. Houghton. $1. 

Fiction. 

Alcott, L. M. Little women. Bost. Little. $1.35. 

Aldrich, T. B. Marjorie Daw and other people. (Cambridge 
classics.) Bost. Houghton. $1. 

Aldrich, T. B. Story of a bad boy. Bost. Houghton. $1.25. 
Andrews, Mrs. M. R. S. Perfect tribute. N. Y. Scribner. 50 
cents. 

Austen, Jane. Emma. (Everyman’s library.) N. Y. Dutton. 
Reinforced binding. 60 cents. 

Austen, Jane. Mansfield Park. (Everyman’s library.) N. Y. 

Dutton, Reinforced binding. 60 cents. 

Austen, Jane. Pride and prejudice. (Everyman’s library.) N. 

Y. Dutton. Reinforced binding. 60 cents, 

Austin, Mrs. Jane. Standish of Standish. Bost. Houghton. 

$1.25. 

Barrie, J. M. The little minister, (Luxembourg ed.) N. Y. 
Crowell. $1.50. 

Barrie, J. M. Peter and Wendy. N. Y. Scribner. $1.50. * 

Black, William. Judith Shakespeare. N. Y. Harper. $1.25. 
Blackmore, R. D. Lorna Doone. N. Y. Jacobs. $1.50. 

Bronte, C. M. Jane»Eyre, (Everyman’s library.) N. Y. Dut¬ 
ton, Reinforced binding. 60 cents. 

Cable, G. W, Old Creole days. N. Y. Scribner. $1.50. 
Bunyan, John. Pilgrim’s progress; illus. by Rhead brothers. N. 
Y, Century. $1.75. May also be ‘had in Everyman’s li¬ 
brary. Reinforced binding. 60 cents, 

Catherwood, Mrs. M. H. Romance of Dollard. N. Y. Century. 
$1.25. 

Cervantes, Saavedra Miguel de. History of Don Quixote de la 
Mancha, tr. by P. R. Motteux. (Everyman’s library.) 2 v. 
N. Y. Dutton. Reinforced binding, $1.20. 

Churchill, Winston. The crisis. N. Y. Grosset. 75 cents. 
Macmillan’s $1.50 ed. is preferable. 


2i8 the use of books AND LIRRARfES 


Churchill, Winston. * Richard Carvel. N. Y. Grosset. 75. cents. 
(See note under Crisis.) 

Collins, Wilkie. The moonstone. N. Y. Harper. $1.25. 
Connor, Ralph. Black.Rock. Chic. Revell. $1.25. 

Cooper, J. F. The deerslayer. Bost, Houghton. $1. Also in 
Everyman’s library. N. Y. Dutton. Reinforced binding. 
60 cents. 

Cooper, J. F. Last of the Mohicans, illus. by E. B. Smith. N. 
Y. Holt. $1.35. 

Cooper, J. F. Pathfinder. Bost. Houghton. $1. Also in Ev¬ 
eryman's library. 60 cents. 

Cooper, J. F. Pilot. Bost. Houghton. $1. Also in Every¬ 
man’s library. 60 cents. 

Cooper, J. F. Pioneers. Bost. Houghton. $1. Also in Every¬ 
man’s library. 60 cents. 

Cooper, J. F. Prairie. Bost. Houghton. $1. Also in Every¬ 
man’s library. 60 cents. 

Cooper, J. F. Spy. Bost. Houghton. 52 cents. 

Craik, Mrs. D. M. M. John Halifax, gentleman. (Everyman’s 
library.) N. Y. Dutton. Reinforced binding. 60 cents. 
Crockett, S. R. Lilac sunbonnet. N. Y. Appleton. $1.40. 

Davis. W. S. Friend of Caesar. N. Y. Macmillan. $1.50. 
Davis, W. S. Victor of Salamis. N. Y. Macmillan. $1.50. 
DeFoe, Daniel. Robinson Crusoe, illus. by E. B. Smith. Bost. 
Houghton. $1.50. 

or illus. by Rhead brothers. Russell. $1.50. 

Dickens, Charles. Bleak house. Bost. Houghton. $2. Also in 
Everyman’s library. 60 cents. 


Dickens, 

Charles. Christmas 

books. 

Bost. 

Houghton. 

$2. 

Also 

in Everyman’s library. 

60 cents. 




Dickens, 

Charles. David Copperfield. 

Bost. 

Houghton. 

$2. 

Also 

in Everyman’s library. 

60 cents. 




Dickens, 

Charles. Dombey and son. 

Bost. 

Houghton. 

$2. 

Also 

in Everyman’s library. 

60 cents. 




Dickens, 

Charles. Martin Chuzzlewit. 

Bost. 

Houghton. 

$2. 

Also 

in Everyman’s library. 

60 cents. 




Dickens, 

Charles. Pickwick 

papers. 

Bost. 

Houghton. 

$2. 


Also in Everyman’s library. 60 cents. » 


THE HIGH SCHOOL LIBRARY 


219 

Dickens, Charles. Nicholas Nickleby. Bost. Houghton. $2. 

Also in Everyman’s library. 60 cents. 

Dickens, Charles. Old curiosity shop. Bost. Houghton. $2. 

Also in Everyman’s library. 60 cents. 

Dickens, Charles. Oliver Twist. Bost. Houghton. $2. Also 
in Everyman’s library. 60 cents. 

Dickens, Charles. Tale of two cities. Bost. Houghton. $2. 

Also in Everyman’s library. 60 cents.® 

Doyle, Sir A. C. Adventures of Sherlock Holmes. N. Y. Har¬ 
per. $1.40. Or Grosset. 75 cents. 

Doyle, Sir A. C. Refugees. N. Y. Harper. $1.60. 

Doyle, Sir A. C. White company. N. Y. Burt. $1. 

Dumas, Alexandre. Count of Monte Cristo. (Everyman’s li¬ 
brary.) 2 V. N. Y. Dutton. Reinforced binding. $r.20. 
Dumas, Alexandre. The three musketeers. (Everyman’s li¬ 
brary.) N. Y. Dutton. 60 cents. 

Duncan, Norman. Dr. Grenfell’s pari.sh. Chic. R'evell. $1. 

Ebers, G. M. Egyptian princess. N. Y. Crowell. 75 cents. 

Eliot, George. Adam Bede. (Everyman’s library.) N. Y. Dut¬ 
ton. Reinforced binding. 60 cents; or Bost. Little. $1.25. 
Eliot, George. Mill on the floss. (Everyman’s library.) N. Y. 
Dutton. Reinforced binding. 60 cents; or Bost. Little. 

$1.25. 

Eliot, George. Romola. (Everyman’s library.) N. Y. Dutton. 

Reinforced binding. 60 cents; or Bost. Little. $1.25. 

Eliot, George. Silas Marner (Everyman’s library.) N. Y. 
Dutton. Reinforced binding. 60 cents; or Bost. Little. 

$1.25. 

Ewing, Mrs. J. H. G. Story of a short life. Bost. Heath. 24 
cents. 

Farrar, F. W. Darkness and dawn. N. Y. Longmans. $2. 
Freeman, Mrs. M. E. W. New England nun and other stories. 
N. Y. Harper. $1.25. 

Gaskell, Mrs. E. C. S. Cranford. N. Y. Macmillan. $1.50. 

Also in Everyman’s library. Reinforced binding. 50 cents. 
Goldsmith, Oliver. Vicar of Wakefield. (Everyman’s library.) 
N. Y. Dutton. Reinforced binding. 60 cents. More at- 


8 The Houghton edition is illustrated by Cruikshank, Leech and others. 


220 THE USE OF BOOKS AND LIBRARIES 


tractive is the Cranford edition illus. by Hugh Thomson and 
published by Macmillan at $1.50. 

. Grahame, Kenneth, The wind in the willows. N. Y. Scribner. 
$1.50. 


Hale, E. E. Man without a country. (National ed.) Bost. 
Little. 30 cents. 

Harte, Bret. Luck of Roaring Camp. Bost. Houghton. $1.50. 
Hawthorne, Nathaniel. House of the seven gables. (Wayside 
ed.) Bost, Houghton. $1. 

Hawthorne, Nathaniel. Marble faun, (Wayside ed.) Bost. 
Houghton. $1. 

Hawthorne, Nathaniel, Twice-told tales. (Wayside ed.) Bost. 
Houghton. $1, 

Howells, W. D. Rise of Silas Lapham. (Riverside literature 
ser.) Bost. Houghton. 64 cents. 

Hughes, Thomas. Tom Brown’s school days. (Cranford ed.) 
N. Y. Macmillan. $1.50. Everyman’s library. Reinforced 
binding. 60 cents. 

Jlughes, Thomas. Tom Brown at Oxford. (Everyman’s li¬ 
brary.) N. Y. Dutton. Reinforced binding, 60 cents. 
Hugo, Victor. Les miserables. (Everyman’s library.) 2 v. N. 

Y. Dutton, Reinforced binding, $1.20. 

Jackson, Mrs. H. F. M, H. Ramona. Bost. Little. $1.50. 
Jewett, S. O. Country of the pointed firs. Bost. Houghton. 

$1.25. 

Johnson, Owen. Stover at Yale. N. Y. Stokes. $1.35. 
Kingsley, Charles. Hereward, the Wake. N. Y. Macmillan. 

$1.25. Also in Everyman’s library at 60 cents. 

Kingsley, Charles. Hypatia. N. Y. Macmillan. $1.25. Also in 
Everyman’s library. 60 cents. 

Kingsley, Charles. Westward ho! N. Y. Macmillan. $1.25. 

Also in Everyman’s library. 60 cents. 

Kipling, Rudyard. Captains courageous. N. Y, Century. $1.50. 
Kipling, Rudyard. Day’s work. N. Y. Doubleday. $1.50. 

Kipling, Rudyard, Jungle book. N. Y, Century. $1.50. 

Kipling, Rudyard. Kim, Doubleday. $1.50. 

Kipling, Rudyard. Light that failed. N. Y. Doubleday. $1,50. 

Kipling, Rudyard. Plain tales from the hills. N. Y. Double¬ 

day. $1.50. 


THE HIGH SCHOOL LIBRARY 221 

Kipling, Rudyard. Puck of Pook’s Hill. N. Y.^ Doubleday. 
$1.50. 

Kipling, Rudyard. Second jungle book. N. Y. Century. $1.50. 
La Motte FouquC F. H. K. Sintram and Undine. N. Y. 
Stokes. $1.75. 

Lang, Andrew. IMonk of Fife. N. Y. Longmans. $1.25. 
London, Jack. Call of the wild. Grosset. 75 cents. 

Lytton, E. G. L. Bulwer-Lytton. Last days of Pompeii. N. Y. 

Crowell. $1.50. Also in Everyman’s library at 60 cents. 
Manning, Anne. The household of Sir Thomas More; il. by 
C. E. Brock. N. Y. Dutton. $2. Also in Everyman’s 
library. 6o cents. 

Masefield, John. Jim Davis. N. Y. Stokes. $1.25. 

Mitchell, S. W. Adventures of Frangois. N. Y. Century. 
$1.50. 

Mitchell, S. \V. Hugh Wynne. 2 v. Century. $1.50. 

Ollivant, Alfred. Bob son of Battle. N. Y. Doubleday. $1.35. 
Page, T. N. Tn ole Virginia. N. Y. Scribner. $1.35. 

Page, T. N. Red rock. N. Y. Scribner. $1.50. 

Paine, R. D. College years. N. Y. Scribner. $1.35. 

Parker, Gilbert. Seats of the mighty. N. Y. Appleton. $1.40. 
I Ye, E. A. Tales of mystery and imagination. (Everyman’s li¬ 
brary.) K. Y. Dutton. Reinforced binding. ( 3 o cents. 
Post, W. K. Harvard stories. N. Y. Putnam. $1.25. 

Pyle, Howard. Men of iron. N. Y. Harper. $2. 

Pyle. Howard. Merry adventures of Robin Hood. N. Y. 
Scribner. $3. 

Reade, Charles. Cloister and the hearth. (Everyman’s library.) 

N. Y. Dutton. Reinforced binding, fio cents. 

Roberts, C. D. G. Haunters of the silences, a book of animal 
life. Bost. Page. $2. 

Scott, Sir Walter. The abbot. Bost. Houghton. $1. Also in 
Everyman’s library. 60 cents. 

Scott, Sir Walter. Bride of Lammermoor. Bost. Houghton. 

$1. Also in Everyman’s library at 60 cents. 

Scott, Sir Walter. Fair maid of Perth. Bost. Houghton. $1. 

Also in Everyman’s library at 60 cents. 

Scott, Sir Walter. Fortunes of Nigel. Bost. Houghton. $1. 
Also in Everyman’s library at 60 cents. 


222 THE USE OE BOOKS AND LIBRARIES 


Scott, Sir Walter. Guy Mannering. Bost. Houghton. $i. 

Also in Everyman’s library at 6o cents. 

Scott, Sir Walter. Heart of Midlothian. Bost. Houghton. $r. 

Also in Everyman’s library at 6o cents. 

Scott, Sir Walter. Ivanhoe; illus. by E. B. Smith. Bost. 

Houghton. $2.50. Also Houghton $i and in Everyman’s 
library at 60 cents. 

Scott, Sir Walter. .Kenilworth; illus. by H. J. Ford. Phil. 
Lippincott. $2. Houghton. $1. Also in Everyman’s library 
at 60 cents. 

Scott, Sir Walter. The monastery. Bost. Houghton. $1. 

Also in Everyman’s library at 60 cents. 

Scott, Sir Walter. Old mortality. Bost. Houghton. $1. Also 
in Everyman’s library at 60 cents. 

Scott, Sir Walter. Quentin Durward. Bost. Houghton. $1. 

Also in Everyman’s library at 60 cents. 

Scott, Sir Walter. Redgauntlet. Bost. Houghton. $1. Also 
in Everyman’s library at 60 cents. 

Scott, Sir Walter. Rob Roy. Bost. Houghton. $1. Also in 

Everyman’s library at 60 cents. 

Scott, Sir Walter. The talisman; illus. by S. H. Vedder. Phil. 
Lippincott. $2. Houghton. $1. Also in Everyman’s li¬ 
brary at 60 cents. 

Scott, Sir Walter. Waverley. Bost. Houghton. $1. Also in 

Everyman’s library at 60 cents. 

Scott, Sir Walter. Woodstock. Bost. Houghton. $1. Also in 

Everyman’s library at 60 cents. 

Seton, E. Thompson. Wild animals I have known. N. Y. 
Scribner. $2. 

Snedeker, Mrs. C. D. O. The Spartan. N. Y. Doubleday. 

$1.35. 

Stevenson, R. L. Black arrow. N. Y. Scribner. $1,20. 

Stevenson, R. L. David Balfour. N. Y. Scribner. $1.20. 
Stevenson, R. L. Kidnapped. N. Y. Scribner. $1.20. 
Stevenson, R. L. Treasure island. N. Y. Scribner. $1.20. 
Stockton, F. R. Casting away of Mrs. Leeks and Mrs. Aleshine. 
N. Y. Century. $1.50. 

Stockton, F. R. The lady or the tiger. N. Y. Scribner. 

$1.25. 


THE HIGH SCHOOL LIBRARY 


223 

Tarkiiigton, Booth. Monsieur Beaucaire. N. Y. Doubleday. 
$1.20. 

Thackeray, W. M. Henry Esmond. Bost. Houghton. $1.50. 

Also in Everyman’s library at 60 cents. 

Thackeray, \V. M. The Newcomes. Bost. Houghton. $1.50. 

Also in Everyman’s library at 60 cents. 

Thackeray, W. M. Pendennis. Bost. Houghton. $1.50. Also 
in Everyman’s library. 2 v. at $1.20.- 
Thackeray, W. AI. The rose and the ring. N. Y. Macmillan. 
50 cents. 

Thackeray, W. M. Vanity Fair. Bost. Houghton. $1.50 Also 
in Everyman’s library at 60 cents. 

Thackeray, W. M. The Virginians. Bost. Houghton. $1.50. 

Also in Everyman’s library at 60 cents. 

Twain, Mark. Dog’s tale. N. Y. Harper. $1. 

Twain, Mark. Huckleberry Finn. N. Y. Harper. $1.75. 

Twain, Mark. The prince and the pauper. N. Y. Harper. 
$1.75. 

Twain, Mark. Tom Sawyer. N. Y. Harper. $1.75. 

Vachell, H. A. The hill. N. Y. Dodd. $1.50. 

Vaile, Mrs. C. M. The Orcutt girls; or. One term at the acad¬ 
emy. Bost. Wilde. $1.35. 

Wallace, Lewis. Ben Hur. N. Y. Harper. $1.40. 

Weyman, S. J. A gentleman of France. N. Y. Longmans. $1.25. 
Weyman, S. J. Under the red robe. N. Y. Longmans. $1.25. 
White. S. E. The blazed trail. N. Y. Doubleday. $1.35. 
Wiggins, Airs. K. D. Cathedral courtship and Penelope’s English 
experience. Bost. Houghton. $1. 

Wiggin, Airs. K. D. Rebecca of Sunnybrook farm. Bost. 
hloughton. $1.50. 

Williams, J. L. Adventures of a freshman. N. Y. Scribner. 
$1.25. 

Wister, Owen. The Virginian. N. Y. Alacmillan. $1.50. 

% 

Art. 

750 Cafifin. C. H. A guide to pictures for beginners and stu¬ 
dents. N. Y. Baker. $1.25. 

770 Taylor, C. AI. Why my photographs are bad. N. Y. 
Jacobs. $1. 


224 the use of books and libraries 

780 Mason, D. G. A guide to music for beginners and others. 
N. Y. Baker. $1.25. 

Amusements. 

793 Adams, J. H. ed. Harper’s indoor book for boys. N. Y. 
Harper. $1.75. 

793 Gulick, L. H. Healthful art of 'dancing. N. Y. Double¬ 
day. $1.40. 

793 Hall, A. N. & Perkins, Dorothy. Handicraft for handy 
girls. Bost. Lothrop. $2. 

796 Adams, J-. H. ed. Harper’s outdoor book for boys. N. Y. 
Harper. $1.75. 

796 Camp, Walter. Book of football. N. Y. Century. $2. 

796 Kephart, Horace. Camping and woodcraft. 2 v. v. i. 
Camping v. 2, Woodcraft. N. Y. Outing. $1.50 each. 
S. E. White’s Camp and trail. (Doubleday. $1.25) and 
W. H. Miller’s Camp craft. (Scribner. $1.50) are also 
good. 

796 Withington, Paul, ed. Book of athletics. Bost. Lothrop. 
$1.50. 

Vocational Guidance. 

607 Brandeis, L. D. Business; a profession. N. Y. Small. 
$2. 

607 Brewster, E. T. Vocational guidance for the professions. 
Chic. Rand. $1. 

607 Eowler, N. C. jr. Starting in life. New ed. Bost. Little. 

$ 2 ._ 

607 Gowin, E. B. & Wheatley, W. A. Occupations. Bost.. 
Ginn. $1.20. 

607 Hall, S. R. How to get a position and how to keep it. 
N. Y. Funk. 50 cents. 

607 Laselle, M. A. & Wiley, K. E. Vocations for girls. Bost. 
Houghton. $1. 

607 Leake, A. H. Vocational education of girls and women. 
N. Y. Macm, $r.6o. 

607 Martin, Eleanor, & Post, M. A. Vocations for the trained 
woman; agriculture, social service, secretarial service, 
business of real estate. (Women’s educational and in¬ 
dustrial union, Boston. Dept, of research. Studies in 


THE HIGH SCHOOL LIBRARY 


225 

economic relations of women, v. i, pt. 2). N. Y. Long¬ 
mans. $1.50. 

607 Weaver, E. W. & Ryler, J. F. Profitable vocations for 
boys. N. Y. Barnes. $r. 

607 Weaver, E. W. Profitable vocations for girls. N. Y. 

Barnes. 80 cents. 

Health and Hygiene. 

613 Broadhurst, Jean. Home and community hygiene. Phil. 
$1.80. 

613 Gulick, L. H. The efficient life. N. Y. Doiibleday. $1.20. 

613 Hutchinson, Woo'ds. Handbook of health. Bost. Hough¬ 

ton. $1.25. 

614 Allen, W. H. Civics and health. Bost. Ginn. $1.25. 

614 Conn, H. W. Story of germ life. (Library of useful 

stories.) N. Y. Appleton. 60 cents. 

614 Ritchie, J. W. Sanitation and physiology. N, Y. World 
Book Co. $1.20. 

Applied Science and Useful Arts. Inventions. Engineering. 

608 Baker, R. S. Boy's book of inventions. N. Y. Doubleday. 

$2. 

Also Boy’s second book of inventions. 

608 Darrow, F. L. Boy’s own book of great inventions. N. Y. 
Macmillan. $2.50. 

608 Forman, S. E. Stories of useful inventions. N. Y. Cen¬ 
tury. $1. 

6c8 Williams, Archibald. Romance of modern invention. Phil. 
Lippincott. $1.50. 

620 Bond, A. R. On the battlefront of engineering. N. Y 
Century. $1.30. 

620 Williams, Arcliibald. How it is done; or. Victories of the 
engineer. N. Y. Nelson. $1.25. 

623 Bishop, Farnham. The story of the submarine. N. Y. 
Century. $1. 

623 Turner, C. C. Aircraft of to-day. Phil. Lippincott. $1.50. 
625 Warman, Cy. Story of the railroad. (Story of the west.) 
N. Y. Appleton. $1.50. 

629. Page, V. W. Modern gasoline automobile. New ed. rev. & 
enl. N. Y. Henley. $3. 


226 THE USE OF BOOKS AND LIBRARIES 


654 Bucher, E. E. How to conduct a radio club. N. Y. Mar¬ 
coni Pub. Corporation. 50 cents. 

660 Duncan, R. K. Chemistry of commerce. N. Y. Harper. 
$2. 

Agriculture. 

630 Keffer, C. A. Nature studies on the farm; soils and plants. 

N. Y. American Book Co. 40 cents. 

630 Montgomery, E. G. Productive farm crops. Phil. Lip- 
pincott. $1.75. 

630 Warren, G. F. Elements of agriculture (Rural textbooks.) 

N. Y. 'Macmillan. $1.10. 

631 Lyon, T. L. & others. Soils, their properties and manage¬ 

ment. (Rural textbooks.) N. Y. Macmillan. $1.90. 

631 Warren, G. F. Farm management. (Rural textbooks.) 
N. Y. Macmillan. $1.75. 

634 Bailey, L. H. Principles of fruit growing. 20th ed. N. 

Y. Macmillan. $1.75. 

635 Lloyd, J. W. Productive vegetable growing. (Farm man¬ 

uals.) Phil. Lippincott. $1.75. 

636 Lewis, H. R. Poultry keeping. Phil. Lippincott. $1. 

636 Plumb, C. S. Types and breeds of farm animals. Bost. 

Ginn. $2. 

637 Eckles, C. H. Dairy cattle and production. N. Y. Mac¬ 

millan. $1.60. 

Household Arts. 

641 Farmer, F. M. The Boston cooking school cook book. 
Bost. Little. $1.80. 

643 Kinne, Helen, and Cooley, A. IM. Foods and household 
management. N. Y. Macmillan. $1.10. 

643 Rose, M. S. Feeding the family. N. Y. IMacmillan. 
$2.10 

645 Daniels, F. H. The furnishing of a modest home. Chic. 

Atkinson. $1. 

646 Baldt, L. I. Clothing for women. Phil. Lippincott. $2. 
648 Balderston, L. R. Laundering. Phil. Balderston. $1.25. 
677 Woolman, M. S. and McGowan, E. B. Textiles. N. Y. 

Macmillan. $2. 


THE HIGH SCHOOL LIBRARY 


227 


Industrial Arts. 

621 How to run a lathe. South Bend Lathe Works. 10 cents. 
655 Rawlings, G. B. The story of books. (Library of useful 
stories.) N. Y. Appleton. 60 ients. 

655 Vaughan, S. J. Printing and bookbinding for schools. 

Public School Publishing Co. $1. 

671 Rose, A. F. Copper work. Chic. Atkinson, Mentzer & 
Co. $1.50. 

680 Boy mechanic; 1000 things for boys to do. Chic. Popu¬ 
lar Mechanics Publishing Co. $1.50. 

680 Kaup, W. J. Machine shojp practice. N. Y. Wiley. $1.25. 
682 Littlefield, J. D. Notes for forge shop practice. Spring- 
field. Taylor-Holden. $1.05. 

689 Davison, R. C. Concrete pottery and garden furniture. 
N. Y. Munn, $1.50. 

694 Griffith, 1 . S. Woodwork for secondary schools. Peoria. 
Manual Arts Press. $1.75. 

694 Noyes, William. Handwork in wood. Peoria. Manual 
Arts Press. $2, 

694 Noyes, William. Wood and forest. Peoria. Manual Arts 
Press. $3 

Science. 

500 Caldwell, O. W. and Eikenberry, W. L. Elements of gen¬ 
eral science. Bost. Ginn. $1.25. 
t^oo Williams, Archibald. Plow it works. N. Y. Nelson. 
$1.25. 

504 Burroughs, John. Birds and bees and Sharp eyes. 

(Riverside literature series .7 Bost. Houghton. 40 cents. 
504 Huxley, T. H. Select lectures and lay sermons. (Every¬ 
man’s library.) N. Y. Dutton. Reinforced binding. 
60 cents. 

509 Gibson, C. R. Romance of scientific discovery. N. Y. 
Lippincott. $1.50. 

509 Williams, H. S. Miracles of science. N. Y. Harper. $2. 
520 Clarke, E. C. Astronomy from a dipper. Bost. Hough¬ 
ton. 75 cents. 

520 McKready, Kelvin. A beginner’s star book. N. Y. Put¬ 
nam. $2.75. 


I 


228 THE USE OF BOOKS AND LIBRARIES 


530 Fournier, d’Alber, E. E. Wonders of physical science. 
N. Y. Macmillan. 50 cents. 

530 Keene, E. S. Mechanics of the household. N. Y. Mc- 
Graw. $2.50. 

537 Shafer, D. C. Harper’s every day electricity. N. Y. 
Harper. $r. 

540 Brownlee, R. B. and others. Chemistry of common things. 
Bost. Allyn. $1.50. 

540 Duncan, R. K. Some chemical problems of today. . N. Y. 
Harper. $2. 

540 Hendrick, Ellwood. Everyman’s chemistry. N. Y. Har¬ 
per. $2. 

540 Moore, F. J. History of chemistry. N. Y. McGraw. $2. 
551 Dana, J. D. Geological story simply told. N. Y. Ameri¬ 
can Book Co. $1.15. 

551 Shaler, N. S. Sea and land. N. Y. Scribner. $2.50. 

571 Clodd, Edward. Story of primitive man. (Library of 
useful stories.) N. Y. Appleton. 60 cents. 

580 Parsons, Mrs. F. T. S. D. How to know the wild flowers. 
New ed. N. Y. Scribner. $2. 

582 Moon, F. F. Book of forestry. N. Y. Appleton. $1.75. 
590 Burroughs, John. Squirrels and other fur bearers. Bost. 
Houghton. 60 cents. 

590 Hornaday, W. T. Our vanishing wild life. N. Y. Scrib¬ 
ner. $1.50. 

595 Comstock, J. H. Insect life. New ed. N. Y. Appleton. 
$2. 

595 Fabre, J. H. C. Life of the spider. N. Y. Dodd. $1.50. 
595 Maeterlinck, Maurice. Life of the bee. N. Y. Dodd. 
$1.50. 

598 Blanchan, Neltje, pseud. Bird neighbors. N. Y. Double¬ 
day. $2.50. 

598 Torrey, Bradford. Every day birds. Bost. Houghton. 

$1. 

Economics and Government. 

304 Roosevelt, Theodore. American ideals and other essays, 
social and political. N. Y. Putnam. $1.50. 

320 Bryce, James. American commonwealth, abridged for 
schools, N. Y. Macmillan. $1.75, 


THE HIGH SCHOOL LIBRARY 


229 


320 Bryce, Janies. Hindrances to good citizenship. New Ha¬ 
ven. Yale Univ. Press. $1.25. 

320 Fiske, John. Civil government in the United States. Bost. 
Houghton. $1. 

320 Hart, A. B. Actual government as applied under American 
conditions. Ed. 3. N. Y. Longmans. $2.25. 

320 Smith, J. A. Spirit of .Xmerican government. (Macmillan 
standard lib.) N. Y. Macmillan. 50 cents. 

328 McCall, S. W, Business of congress, tColumbia Univer¬ 
sity lectures, George Blumenthal foundation, 1909.) N. 
Y. Lemcke. $1.50. 

330 Cheyney, E. P. Introduction to the industrial and social 
history of England. N. Y. Macmillan. $f.(xi. 

330 Coman, Katharine. Industrial history of the United States. 
New and rev. ed. N. Y. Macmillam $1.75. 

330 Ely, R. T. and others. Outlines of economics. N. Y. 

Macmillan. $2.10. 

331 Addams, Jane. Twenty years at Hull-House. New ed. 

N. Y. Macmillan. $175. 

331 Riis, Jacob. Battle with the slum. N. Y. Macmillan. 
$2.25. 

338 Price, O. W. The land we live in; the boy’s book of con¬ 
servation. Bost. Small. $1.50. 

338 Van Hise, C. R. Conservation of natural resources -in 
the United States. N. Y. Macmillan. $2. 

350 Wilson. Woodrow. The state. Bost. Heath. $2. 

355 Richardson, R. C. West Point. N. Y. Putnam. $2. 

Education. 

370 Judson, H. P. Higher education as a training for business. 

. Chic. Univ. of Chicago Press. 50 cents. 

374 Briggs, L. B. R. Girls and education. Bost. Houghton. 
$1. ' 

374 Hale, E. E. How to do it. Bost. Little. $1. 

374 Hamerton, P. G. Intellectual life. Bost. Little. $1. 

374 Paine, H. E. Girls and women. (Riverside library for 
young people.) Bost. Houghton. 75 cents. 

374 Palmer, Mrs. Alice Freeman. Why go to college? N. Y. 
Crowell. 25 cents. 


230 THE USE OF BOOKS AND LIBRARIES 


374 Smiles, Samuel. Self-help. N. Y. American Bk, Co. 6o 
cents. 

Folk-Lore and Chivalry. 

398 Grinnell, G. B. Blackfoot lodge tales. N. Y. Scribner. 
$2.00. 

398 Gnerber, H. A. Legends of the middle ages. N. Y. 
American Bk. Co. $1.50. 

398 Gnerber, H. A. Legends of the Rhine. N. Y. Barnes. 
$1.50. 

398 Harris, J. C. Nights with Uncle Remus. Bost. Hough¬ 
ton. $1.50. 

398 Harris, J. C. Uncle Remus, his songs and his sayings. N. 
Y. Appleton. $2. 

398 Hull, Eleanor. Boys’ Cuchulain; heroic legends of Ireland. 
N. Y. Crowell. $1.75. 

398 Lanier, Sidney. Boy’s King Arthur. Ulus, by N. C. 

Wyeth. N. Y. Scribner. $2.50. 

398 Mabinogion. Knightly legends of Wales; or, The boy’s 
Mabinogion, ed. by Sidney Lanier. N. Y. Scribner. $2. 
398 Newbolt, Sir Henry. The book of the happy warrior. 
N. Y. Longmans. $1.75. 

Mythology. 

292 Buckley, E. F. Children of the dawn. N. Y. Stokes. 

$i- 75 - 

292 Bulfinch, Thomas. Age of fable. (Everyman’s library.) 
N. Y. Dutton. Reinforced binding. 60 cents. 

292 Hawthorne, Nathaniel. Wonder book, illus. by Walter 

Crane. Bost. Houghton. $3. 

Bry this edition if possible. Houghton publishes an 
edition at 75 cents with the Crane illustrations in black 
and white. 

293 Mabie. H. W. Norse stories retold from the Eddas. Chic. 

Rand. 40 cents. 


Chapter XV 

AN HISTORICAL SURVEY OF CHILDREN’S 
LITERATURE 

Why We Should Know Something of the History 
of Books for Children.— For those who take a serious 
interest in the problem of children’s reading, there is 
profit as well as entertainment in a survey of the chil¬ 
dren’s books of former days. Those who are trying to 
provide the right reading for all sorts of children will 
find it helpful to study the qualities in children’s books 
which have kept them alive through many generations 
of boys and girls. Just as we call upon the memory of 
our own childish tastes to aid us in sifting the mass of 
juvenile literature to-day, so we may turn to the books 
read by our grandmothers and great-grandmothers to 
find, under all the changing fashions of speech and 
thought and custom, those vital qualities which go to 
make up a child’s classic, and keep some of the quaint 
little volumes of olden time still as dear to childish hearts 
as in the days of hoopskirt and courtesy. 

The Beginnings of Literature for Children.— Some 
writers on the history of children’s literature take as 
their starting point Isaac Watts’s Divine and Moral 
Songs, published in 1715. Mrs. Field, however, in her 
The Child and His Book, an Account of the History 
and Progress of Children’s Literature in England, begins 
her record with the times before the Norman Conquest. 

231 


232 THE USE OF BOOKS AND LIBRARIES 


Children’s Literature Before 1066.— To be sure, the 
children’s books of those early days hardly coincide with 
our modern definition of literature for children. They 
were chiefly lesson books, books written to give instruc¬ 
tion, and most of them were probably only available to 
the pupils in the monastery schools. But this very early 
period in the history of children’s literature is so little 
known that it is worth while to consider it in beginning 
our survey. 

Aldhelm.— The author whom Mrs. Field notes as the 
first to write a book which was definitely intended for 
young people was Aldhelm, Abbot of Malmesbury, living 
in the seventh century. This book was called De Septe- 
nario, de Metris, yEnigmatibus, ac Pedum Regulis, ac¬ 
cording to Henry Morley, “ first citing the numerous 
examples of the Scriptural use of the number Seven, 
adding to this a small treatise on Latin Prosody, which 
passes into the form of a dialogue between pupil and 
teacher; and then presenting to the pupil in Latin hexa¬ 
meter a collection of enigmas, which he is asked to solve 
and scan.^ . . . After the enigmas the dialogue is re¬ 
sumed and in reply to the questions of Discipulus, IVIagis- 
ter tells of the rules governing the feet of Latin meters, 
closing with a final section upon Prosody in general.” ^ 
Bede and Aixuin.— To the \Tnerable Bede, born in 
672, are attributed various school texts on grammar, 
rhetoric, and music, and Alcuin, who was born about the 

0 

time of Bede’s death, probably 735, and who became a 
resident of Charlemagne’s court, followed Bede’s ex¬ 
ample. With Alcuin the dialogue was a popular form. 

1 That on the pen, De penna scriptoria, with a translation into English 
is given in Morley’s English writers, v. 2 , p. 136-7. 

2 Ibid., V. 2, p. 135-37. 


CHILDREN’S LITERATURE 


233 


He employed it for his grammar, which was divided into 
two parts; the first, a dialogue between Alcuin and his 
pupils on philosophy and liberal studies in general, the 
other, a dialogue on grammar between two boys, one a 
Saxon, and one a Frank. Another dialogue is called the 
Disputation of Pepin, the Most Noble and Royal Youth, 
with Albinus, the Scholastic. Here the author ranges 
rapidly over wide territory in such fashion as the follow¬ 
ing: 

Pepin. What is water? Albinus. A supporter of 
life; a cleanser of filth. Pepin. What is fire? Albinus. 
Excessive heat; the nurse of growing things; the ripener 
of crops. Pepin. What is cold? Albinus. The febric- 
ity of our members. Pepin. What is frost? Albinus. 
The persecutor of plants; the destruction of leaves; the 
bond of the earth; the source of waters. Pepin. What 
is snow? Albinus. Dry water. Pepin. What is the 
winter? Albinus. The exile of summer. Pepin. What 
is the spring? Albinus. The painter of the earth. 
Pepin. What is the autumn? Albinus. The barn of 
the year.^ 

The fact that almost the first use a child makes of lan¬ 
guage and the power of speeech is to ask a constant series 
of questions, seems to suggest a psychological reason un¬ 
derlying these early dialogues. 

tE^lfric’s Colloquy. — Toward the end of the tenth 
century we find one of the most interesting of these early 
books for young people in ^Ifric’s Colloquy. It was 
written while the author was teaching in the monastery 
at the town of Winchester — still famous for its boys’ 
school. The book, according to Henry Morley in Eng¬ 
lish Writers (v. 2., p. 311), “ was, by making the disciple 

3 West’s Alcuin, c. 1892, p. 107. 


234 the use of books AND LIBRARIES 


who begs to be taught, answer questions on His own 
occupation and the various trades of his companions, to 
introduce into a not very long lesson book, the Latin for 
the greatest possible number of words applicable to the 
different pursuits of common life.” Incidentally, of 
course, it illustrates manners and customs of the day, the 
life of the oxherd, the cook, etc., the customary diet of 
young people, and other details of their daily life. 

Fifteenth-Century Rhymed Treatises.— The books 
mentioned and the others of the period were written in 
Latin. Occasionally, as in the Colloquy, there is an inter¬ 
linear translation into Anglo-Saxon. Not till the four¬ 
teenth century do we find English used to any extent as a 
written language. During the fifteenth century, treatises 
m rhyme became very popular, instruction in all sorts of 
subjects, from Latin grammar to religion, being given in 
this way. Most of the treatises on manners and morals, 
and they are numerous, are addressed to young people, 
though servants are not forgotten. It is probable, how¬ 
ever, that these treatises reached only a limited class, for 
book making at this time was too costly for any but the 
members of the higher classes,'and those connected with 
wealthy houses, to own or to have access to books. The 
instruction, too, in the main, seems to be addressed to the 
boys of noble family, who were brought up in the houses 
of other nobles, serving first as page, then as esquire, 
which rank in its turn led to knighthood. Dr. Furnivall 
in vol. 32 of the Early English Text Society Publications 
has preserved a number of these quaint manuals. 

The Babees Boke. — Most familiar perhaps by name, 
is The Babees Boke; or, A lytyl Reporte of how Young 
People should behave, its date, about 1475. The writer 
begins by stating that his book is only for young people. 


CHILDREN’S LITERATURE 


235 


“ babees yonge,” and, after an introduction of fifty-six 
lines, proceeds in the remaining one hundred and sixty, 
to set forth the “ whole duty pf children.” They are 
to look at people who speak to them and listen until 
they have finished without letting their eyes wander about 
the house. Until they are told to sit down, they are to 
stand quietly, not “ leaning on a post,” or fingering any¬ 
thing, are not to turn their backs to any one nor interfere 
when their lord or lady is talking about the household. 
Especially are young people cautioned as to their table 
manners: they are not to lean on the table, or fill their 
mouths too full or eat with their knives, or cut their food 
like farm labourers! . 

The Boke of Curtesye. — The Boke of Curtesye, 
which was well known before the introduction of print¬ 
ing, dating from about 1460, consists of eight hundred 
and forty-eight rhymed lines, divided into three books. 
The first book describes the correct behavior for a young 
gentleman who dines at the house of a nobleman, the 
proper way to enter the. room and greet his host, and 
then detailed rules for table manners similar to those in 
the Babees Boke. The second book gives moral advice 
and instruction, and the third book sets forth in much 
detail the duties af all the officers of a great household, 
porters, cooks, carvers, ushers, etc., all of which was 
doubtless illuminating and useful to the young page who 
wished to rise in his master’s service. For many of these 
household and even menial tasks fell to the share of the 
lads, noble in birth though they might be, who were 
brought up as pages in noblemen’s houses. 

Caxton’s Book of Curteseye. — Another Boke of 
Curteseye, called, to distinguish it, Caxton’s Book of 
Curteseye, was printed by Caxton, about I 477 > thus indi- 


236 THE USE OF BOOKS AND LIBRARIES 


eating the popularity of these treatises. It is noticeable 
because in addition to the usual rules for behavior at 
table, in church, and when serving at meals, the author 
suggests the books which *'* Lytyl John,” to whom tho 
poem is addressed, should read. To quote from Dr. 
Furnivairs preface to the reprint in the Early English 
Text Society papers (Extra series, vol. 3), ” It was very 
pleasant to come off the directions not to . . . burnish 
one’s bones with one’s teeth, to the burst of enthusiasm 
with which the writer speaks of our old poets.” “ Lytyl 
John” is bidden to read Gower. 

“ Hym to rede shall give you corage 
He is so full of fruyt, sentence and langage.” 

Occlif (Occleve), Father Chaucer, Lydgate, these writers 
who “ reaped the fresshe fields,” gathered up the ” faire 
flowers ” and the “ treasure and richness of silver words,” 
until he who would have the same, 

“ Must of hem begge, ther is no more to saye 

For of oure toung they were both locke and key.” 

It is interesting to note, in passing, this early appearance 
(1477) the familiar complaint often heard in our own 
day, viz,, that all the really gifted writers are dead and 
gone! 

Line 238 in the Caxton Book of Curteseye bids the 
reader, 

” Remember well that manners maketh man.” 

It is reassuring to know that a goodly number of writers 
were thus endeavoring to inculcate the niceties of social 
intercourse. But some of the sins of omission and com¬ 
mission which they warn against make us shudder to 


CHILDREN’S LITERATURE 


237 

think what the “ unmade ” child or man must have been 
like. 

Stans Pi’er ad Mensam. — Stans Puer ad Mensam 
(The Page Standing at the Table), about 1430, at¬ 
tributed to Lydgate, also addresses' the page in a noble 
household and contains similar advice on table manners 
and general behaviour. Other books of this class were, 
The Lytylle Children’s Lytil Boke, about 1480, the Boke 
of Nurture and Schoole of Good Manners, by Hugh 
Rhodes “ of the Kinges Chappell,” so popular that it was 
printed at least five times, the last in 1577; and another 
Boke of Nurture, by John Russell, usher to Humphrey, 
Duke of Gloucester, written about the middle of the fif¬ 
teenth century.One of the most popular of these 
manuals was the Schoole of Vertue and Booke of Good 
Nourture for Chyldren and Youth to Learne their Dulie 
By, written by F. S. Seager, 1577. “If any require any 
other little booke meet to enter children; the Schoole of 
Vertue is one of the principall, and easiest for the first 
enterers, being full of precepts of civilitie, and such as 
children will soone learne and take delight in thorow the 
roundnesse of the metre.” ® 

Simon’s Lesson of Wysedom. — One of the most at¬ 
tractive of these treatises, because of its naivete, is 
Simon’s Lesson of Wysedom for all Manner Chyldryn. 
In its one hundred and two lines it seems to warn against 
every possible fault that a child could commit — throwing 
stones at dogs, horses and hogs, playing in church, 
tumbling in wells and brooks, losing books, cap, and 
gloves, soiling his clothes, telling untruths, being only 

4 See Early English text society publications. \"ol. 32. 

5 John Brinsley. Grammar schoole of 1612, quoted by Furnivall in 
E. E. T. S. Pubs. Vol. 32, Foreword, p. cxiii. 


238 THE USE OF BOOKS AND LIBRARIES 


a few of the offences mentioned. Some of the lines 
read thus: 

( 

“ And, chyld, worship thy fader and thy moder, 

And look that thou greve neither one nor the other. 

But ever among thou shalt knele adowne, 

And ask their blessing and their benesoun. 

And, chyld, kepe thy clothes fayre and clene. 

And let no fowle fylth on them be sene. 

Chyld, climb thou not over house nor walle 
For no frute, bryddes, nor balle 

And, chyld, when thou goest to play, 

Loke thou come home by lyght of day. 

And, chyld, T warn thee of another matter, 

Loke thou kepe thee wel from fyre and water; 

And be ware and wyse how thou lokys 
Over any brynk, welle, or brokys; ” 

The author then suggests a reward for diligence,— 

“ And, chyld, rise by tyme and go to schoole, 

And fare not as a Wanton fool, 

And lerne as fast as thou may and can. 

For our Byschop is an old man. 

And therfor thou must lerne fast 
If thou wilt be byschop when he is past.” 

After mentioning the dire penalties which children will 
bring upon themselves by failure to profit by these in¬ 
structions, the writer concludes, 

“ Thus may ye all be ryght gode men, 

God graunt you grace so to preserve yow. Amen! ” ® 

The Girls Not Forgotten.— That the girls were not 
neglected is shown by a manuscript of about 1430 entitled 

6 Copied with slightly altered spelling from E. E. T, S. Pubs, ^’■ol. 32^ 
P- 399-402. A partial and modernized version may be found in E. Y, 
Lucas’s Book of verses for children. 


CHILDREN’S LITERATURE 


239 


How the Good Wife Taught her Daughter, and by a 
French book, translated and printed by Caxton, called. 
The Booke of the Enseynments and Teachynge that the 
Knyght of the Toiire made to his Daughter.'^ 

The Birched Schoolroy.— A little poem called “The 
Birched Schoolboy,” date about 1560, while probably not 
written for children, presents in a life-like fashion what 
must have been the feelings of many a small scholar suf¬ 
fering under the discipline of a fifteenth century school¬ 
master ; and, indeed, the complaint over school on Mon¬ 
day has a strangely modern sound. 

“ On Monday in the morning when I shall ryse, 

At VI of the clock, it is the gise (way) 

To go to school without a-vise 
I had lever go XX mile twyse! 

What availeth me though I say nay? ” 

In the last stanza, the boy, punished for truancy, con¬ 
soles himself in true child fashion by drawing an ima¬ 
ginary picture of a fitting fate to befall his tyrant: 

“ I wold my master were an hare, 

And all his bookes houndes were 
And I myself a joly huntere: 

To bloue my horn I wold not spare! 

For if he were dede I wold not care. 

What vayleth me though I say nay? ”8 

The Ballads.— Another class of literature though not 
written for children, doubtless contributed to their pleas¬ 
ure and amusement. Ballads circulated freely among the 
common people and must have appealed to the younger 
members of society as much as to the grown-people. 

7 E. E. T. S. Pubs., vol.'32, and Mrs. Field’s Child and his book, p. 46-7. 

8 E. E. T. S. Pubs., vol. 32, p. 403-4 Also quoted in part in Field, 

p. 86. 


240 THE USE OF BOOKS AND LIBRARIES 


Among these ballads were: Bevis, Adam Bell, 
Guy of Warwick, Friar Bacon and Friar Bun¬ 
gay, the Robin Hood series, and many others. Gold¬ 
smith mentions some of them in the Vicar of Wakefield. 
“The tale went round, he (Mr. Burchell) sang us old 
songs, and gave the children the story of the Buck of 
Beverland, with the history of Patient Grissell, the ad¬ 
ventures of Catskin, and then Fair Rosamond’s Bower.” ^ 
It was these ballads which formed many of the chap- 
books— the little cheaply made, rudely illustrated tracts 
which were so popular during the seventeenth and eight¬ 
eenth centuries. It must be kept in mind that the chap- 
books were not written for children, but it is significant, 
as Mrs. Field points out, that those stories which have 
survived the longest are those which appeal most strongly 
to children, as Jack the Giant Killer, The Babes in the 
Wood, Tom Thumb, and others still familiar in the 
nursery. 

The Hornbook.— Towards the end of the sixteenth 
century a new feature appeared in children’s literature 
with the invention of the hornbook, and we find for the 
first time provision made for the children to handle 
their own books. Heretofore, even the school books 
were probably kept pretty closely in the masters’ hands. 
The hornbook was the first attempt at making something 
less perishable and precious. Its appearance is familiar 
to us in pictures: a sheet containing the alphabet, mounted 
on an oblong piece of wood with a handle, and covered 
with transparent horn. There was usually a hole in 
the wooden frame so that it might be hung from the 
child’s girdle. “ The sheet which in ancient times was 
of vellum and latterly of paper, contained first a large 

9 Vicar of Wakefield, chap. 6. 


CHILDREN’S LITERATURE 


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242 THE USE OF BOOKS AND LIBRARIES 


criss-cross (or, Christ’s Cross) from which the horn¬ 
book was called the Christ-cross row, or criss-cross row. 
The alphabet in large and small letters followed. The 
vowels then formed a line and their combinations with 
the consonants were given in tabular form. The usual 
exorcism, ‘ In the name of the Father, and of the Son, 
and of the Holy Ghost, Amen ’— followed, then the 
Lord’s Prayer, the whole concluding with the Roman 
numerals.” The hornbook is mentioned in Love’s 
Labour’s Lost and in The Schoolmistress by Shenstone. 

The Battledore.— About 1770, some authorities say 
earlier, appeared a variation of the hornbook, called a 
battledore. This was of cardboard, made in three leaves 
which folded together. It “ contained easy reading les¬ 
sons and little wood cuts, besides the alphabets, numerals 
and so forth, but never any religious teaching. Now 
and then a short fable or didactic story appears.” 
The inventor was Benjamin Collins of Salisbury. Bat¬ 
tledores were very popular, they sold in large numbers 
and were printed as late as 1840.’^ 

The Orbis Pictus.— During the sixteenth and seven¬ 
teenth centuries many new school books were written. 
To describe them in detail would turn this chapter into 
a history of education rather than a survey of children’s 
literature. We mention only one, and that because it 
is often called “ the first picture book for children.” 
This is the Orbis Pictus, or. The World in Pictures, 
written by Comenius in 1657 in German and Latin. It 
was translated by Hoole into English in 1658. In the 
preface the author declares that his purpose is “ to entice 

10 Encyclopedia Britannica. 

11 Field. The child and his book, p. 121. 

12 Ibid., p. 122. 


CHILDREN’S LITERATURE 


243 


witty children ” and expresses the hope that by this 
book “ the scare crows may be taken away out of Wis¬ 
dom’s garden.” Each object in the picture was given 
a number and the name of the object was then given 
in Latin and in the vernacular. It was very popular 
and many editions were issued. 

Puritan Times.— In the seventeenth century what lit¬ 
tle literature there was for children assumed a stern 
and gloomy tone. James Janeway, writing about the 
middle of the century, gives us, The Token for Children, 
an Exact Account of the Conversion, Holy and Exem¬ 
plary Lives and Joyful Deaths of Several Young Chil¬ 
dren, and several similar works. The following is a 
sample of his verse: 

“ When by spectators I am told 
What beauty doth adorn me. 

Or in a glass when I behold 
How sweetly God did form me 
Hath God such comeliness bestowed 
And on me made to dwell, 

What pity such a pretty maid 
As I should go to Hell! ” 

Other books of this period were Divine Blossoms, 
Prospect or Looking Glass for Youth, by Francis Co- 
kain.^^ The Apprentice’s Companion, containing “ plain 
and useful directions for servants, especially apprentices, 
how to perform their particular duties to their masters, so 
as to please God, and discovering -such sins and vices 
which are the common hindrances to them herein. With 
some examples of God’s judgments upon such as have 
taken ill courses. Together with prayers and devotions 

13 Ibid., p. 188. 

14 See Ibid., p. 191-92 for full title covering 12 lines. 


244 the use of books AND LIBRARIES 


for Morning and Evening. To which is added a short 
and familiar Method of Arithmetic and some copies of 
the most useful writing hands.” Another is Youth’s 
Divine Pastime, consisting of “ forty remarkable Scripture 
Histories turned into common English verse. With forty 
Curious Pictures proper to each story. Very delightful 
to the virtuous employing the V’^acant Hours of Young 
Persons, and ])reventing vain and vicious Divertisements. 
Together with several Scripture Hymns upon divers oc¬ 
casions.” 

Bun VAN.— The Pilgrim’s Progress though not writ¬ 
ten for the young must have been welcomed by many 
a child of that day as light literature, after these ac¬ 
counts of virtuous and short lived infants. And no 
doubt Bunyan’s masterpiece was a greater favorite than 
the book which he wrote with young people in mind, 
called Divine Emblems; or. Temporal Things Spirit¬ 
ualized; fitted for the use of boys and girls (at least he 
does not call them Young Persons!) The lines on the 
frog serve as a fair illustration: 

“The frog by nature is both damp and cold. 

Her mouth is large, her belly much will hold. 

She sits somewhat ascending, loves to be 
Croaking in gardens though unpleasantly. 

COMPARISON 

“The hypocrite is like unto this frog; 

As like as is the puppy to the dog: 

He is of Nature cold, his IMouth is wide 
To prate, and at true goodness to deride. 

He mounts his head, as if he was above 

The world, when yet ’tis that which has his love. 

And though he seeks in Churches for to croak. 

He loveth neither Jesus nor His Yoke.” 

16 Ibid., p. 195-6. 


CHILDREN’S LITERATURE 


245 


Emblems. —“ Emblems ” were a popular form of lit¬ 
erary expression in the seventeenth and eighteenth cen¬ 
turies and their vogue lasted through the early years of 
the nineteenth. Those of Quarles, George Herbert, and 
Richard Crashaw are rightly fainous, but there were 
numbers of less gifted writers whose efforts were di¬ 
rected particularly towards children. An example is 
a little volume entitled, Choice Emblems, Natural, His¬ 
torical, Eabulous, Moral and Divine for the Improvement 
and Pastime of Youth, displaying the P)eauties and Mor¬ 
als of the Ancient Fabulists; the Whole calculated to 
convey the Golden Lessons of Instruction under a new 
and more delightful Dress. For the Use of Schools. 
Written for the Amusement of a young Nobleman (who, 
poor child, is discovered on referring to the preface, to'* 
have beeir “not more than nine years old”!). This 
work reached an nth edition in 1812. Each emblem 
consisted of a wood-cut, a description in verse, with a 
moral, an amplification of the description in prose, and 
the application. 

In America.— The few books written, with children 
in mind, on this side of the Atlantic were either reprinted 
from the English books or were native products tinged 
by the same, or even greater gloom. We can guess what 
they were like from,the titles: Godly Children their 
Parents’ Joy; Young People Warned, the Voice of God 
in the Late Terrible Throat Distemper; A Dying Father’s 
Legacy to an Only Child; and Cotton Mather’s Token for 
the Children of New England, examples of children in^ 
whom the fear of God was remarkably budding before 
they died, added as a supplement to Janeway’s Token for 
Children. The American Token for Children, Mr. 
Charles Welsh tells us, in his Early History of Chil- 


246 THE USE OF BOOKS AND LIBRARIES 


dren’s books in New England/* was printed in Boston 
in 1700, from the English book by Janeway. Janeway’s 
book itself was also extremely popular in America as well 
as another English book by Thomas White, called The 
Little Book for Little Children. This was first pub¬ 
lished in 1702 and contained among much that was mor¬ 
bid and gloomy, the famous, “ A was an Archer.” 

The New England Primer.— Sometime during the 
seventeenth century, probably about 1691, appeared the 
first edition of the famous New England Primer, which 
was reissued well into the nineteenth century. It is too 
well known to need description, first the alphabet with 
its rhymed couplets and triplets, from, 

“ In Adam’s fall 
We sinned all ” 
to 

“ Zaccheus he 
Did climb a tree 
Pis Lord to see,” 

then the Lord’s Prayer, the Creed and Catechism, some 
of Watts’s Hymns, John Cotton’s Spiritual Milk for 
American Babes, and ending with the famous Dialogue 
between Christ, a Youth and the Devil. 

Fairy Tales.— Such were the books that were written 
for the children of the seventeenth century, but it is con¬ 
soling to remember that to this period belong also the 
charming fairy tales of Charles Perrault (1628-1703), 
“ that pleasant fountain-head of fairy tales,” and count¬ 
ess d’Aulnoy (1650-1705). Written with the French 
Court in mind, Cinderella, Valentine and Orson, Beauty 
and the Beast, and others, as well as many folk-tales of 


16 New England Magazine, n.s., v. 20, p. 147-60, April, 1899. 

17 Andrew Lang. Books and bookmen,. 1892, p. 22. 


CHILDREN’S LITERATURE 


247 


English origin were published in the Chapbooks spoken 
of on page 240 and so became accessible to the children. 

John Newbery.—About the middle of the eighteenth 
century we come upon a striking figure in the history 
of children’s literature, John Newbery, called by Gold¬ 
smith “ the philanthropic bookseller of St. Paul’s Church¬ 
yard, who' has written so many little books for chil¬ 
dren.” Goldsmith, himself, is known to have written 
a number of books for Newbery and while we cannot tell 
certainly which are to be attributed to him, most critics 
agree that the History of Margery Two-Shoes is Gold¬ 
smith’s work. This was published in 1765 and may be 
called the first real children’s story. The telling has 
the charm of humour and naturalness and it is still a 
favourite. Newbery published the first collection of 
Mother Goose Rhymes and Goldsmith is thought to have 
edited them. Dr. Johnson also wrote for Newbery and 
with the help of these two and other less distinguished 
contributors, Newbery published hundreds of little vol¬ 
umes. They were not all of the same rank as Goody 
Two-Shoes, but they were very popular and Newbery 
was so well known that we find allusions to him in the 
works of many writers. Leigh Hunt in The Town, 
writes of him with enthusiasm as one of his boyhood 
memories. ‘‘ The most illustrious of all booksellers in 
our boyish days, not for the great names, nor for his 
dinners, nor for his riches that we know of, nor for any 
other full-grown celebrity, but for certain little penny 
books, radiant with gold and rich with bad pictures, was 
Mr. Newbery, the famous children’s bookseller at the 
corner of St. Paul’s Churchyard and Ludgate Street.” 

18 There is a fuller description of him in the Vicar of Wakefield, 
chap. 18. 

19 Hunt. The town, 1889, P- S3* 


248 THE USE OF BOOKS AND LIBRARIES 

Southey was presented, as soon as he could read, with a 
series of Newbery’s six penny books for children: 
Goody Two-Shoes, Giles Gingerbread, and the rest, re¬ 
splendent in flowered and Dutch gilt paper.-® Miss 
Yonge speaks of The Village School, Jemima Placid, 
Life and Perambulations of a Mouse, and Keeper’s 
Travels, as “ the elite of the St. Paul’s Churchyard litera¬ 
ture.” Of the third. Miss Yonge says: “We should 
like to know who was the author of the Perambula¬ 
tions for it certainly obtained the sort of lodgement in 
our minds that has generally been unconsciously taken 
possession of by works of real inherent talent.” It is 
now known that this book, with Jemima Placid and many 
other little stories was written for Newbery by a lady 
named Dorothy Kilner. 

Neivbcry's Advertisements .— Newbery was not only a 
bookseller but he dealt also in patent medicines, and his 
method of making one part of his stock in trade advertise 
the other, and in fact his whole system of advertising 
was nothing short of genius. Thus in Goody Two Shoes, 
little Margery’s father was “ seized with a violent fit of 
fever in a place where Dr. James’s powder -was not to 
be had and where he died miserably.” Some of the 
notices of Newbery’s books are ingenious enough to be 
quoted. In 1744: “According to Act of Parliament 
(neatly bound and gilt) a little pretty pocketbook in¬ 
tended for the instruction and amusement of little Master 
Tommy and pretty Miss Polly with an agreeable letter 
from Jack the Giant Killer, the use of which will infal¬ 
libly make Tommy a good boy and Polly a good girl. 

20 Dowden. Southey. (English men of letters ser.) p. lo. 

21 Yonge. Children’s literature of the last century. In Living Age, 
V. 102, p. 373-80, Aug. 7, 1869. 


CHILDREN’S LITERATURE 


249 


Price of this book alone Six Pence or with a ball and 
pincushion Eight Pence. To the whole is prefixed a 
letter on Education addressed to all parents, guardians, 
and governesses, etc., wherein rules are laid down for 
making children strong, healthy, virtuous, wise and 
happy.” In 1755: “This day was published Nurse 
Truelove’s New Year’s Gift, the book of books for chil¬ 
dren, adorned with cuts and designed as a present for 
every little boy who would become a great man and 
ride upon a fine horse, and for every little girl who would 
become a great woman and ride in a lord-mayor’s gilt 
coach. Printed for the author who has ordered these 
books to be given gratis to all little boys and girls at 
the Bible and Sun in St. Paul’s Churchyard; they paying 
for the binding, which is only two pence each.” And an¬ 
other: “The Philosophers, Politicians, Necromancers 
and the learned in ev£ry faculty are desired to observe 
that on the first of January being New Year’s day (oh, 
that we may all lead good lives!) Mr. Newbery intends 
to publish the following important volumes, bound and 
gilt, and hereby invites all his little friends who are good, 
or intend to be good, to call for them at the Bible and 
Sun in St. Paul’s Churchyard, but those who are naughty 
to have none.” Then follows a list of the books.^" Many 
of Newbery’s books were reprinted in America, chiefly 
by Isaiah Thomas of Boston and Worcester (1749-1831) 
and the very advertisements were taken over, edited to 
suit an American public. 

The Didactic Age.— The latter part of the eighteenth 
and early part of the nineteenth centuries may be called 
the didactic age in children’s literature. The children’s 

22 See Welsh. Early history of children’s books in New England. 
In New England Magazine, n.s. v. 20, p. 147-60, April, 1899. 


250 THE USE OF BOOKS AND LIBRARIES 


books written during this period were largely inspired 
by the impetus given to child-study by Rousseau, and, 
wooden as they seem now, marked an advance over the 
writers of the Janeway-Mather school, to whom the child 
was interesting only as a soul to be saved. Since Rous¬ 
seau preached the development of the “ natural man ” 
as the purpose of education, the little heroes and heroines 
of the didactic writers were left to exercise their moral 
judgment and to abide by the consequences. Thus Rosa¬ 
mond, in Miss Edgeworth’s story is allowed by her 
Spartan mamma to choose between the purple jar in the 
chemist’s shop and the shoes she really needs,, only to 
find that the beautiful color disappears when the fluid 
is poured out and that she is deprived of an anticipated 
outing with her father, because her old shoes are too 
shabby to be worn on the street. In all the stories of 
the period the virtuous infant infallibly prospers, the bad 
child comes to an appropriate downfall, thus pointing a 
somewhat dubious moral. But while we condemn this 
teaching as faulty and conducive to priggishness, we 
find admirable qualities in the best of these stories. They 
are natural, full of realistic detail, while the plots and 
incidents are well within the range of a child’s experi¬ 
ence. 

Thomas Day.— In 1783 appeared one of the most 
famous books of this school, Sandford and Merton, by 
Thomas Day. This long tale of good little Harry and 
bad little Tommy and their very informative tutor, Mr. 
Barlow, seems dull enough to us, but no doubt was wel¬ 
come to children of that day with their meagre supply 
of books. At least they could skip Mr. Barlow’s homi¬ 
lies and read the History of Leonidas, King of Sparta, 
Sophron and Tegranes, Cyrus and the Coats or An- 


CHILDREN’S LITERATURE 


251 


drocles and the Lion. The extracts from Plutarch’s 
Lives, Xenophon’s ‘Cyropedia and other works inserted 
by the author must have proved the most interesting 
part of the book.^® Day was a warm friend of the Edge- 
worth family. He and Mr. Edgeworth were one in their 
admiration for Rousseau and in their opinions on the 
training of youth. In his writings for children Mr. 
Edgeworth attempted to work out his and Day’s joint 
educational theories. The results would have been drier 
than they were had it not been for Mr. Edgeworth’s 
daughter, Maria, “ whose bright Irish wit,” to quote 
Mrs. Field, “ had a hankering after nonsense to make 
sense work well.” Maria helped her father in the writ¬ 
ing of Practical Education (1798), and Harry and Lucy, 
begun by him to encourage the teaching of natural sci¬ 
ence, was finally given to his daughter to finish. Her 
best known and most successful books for children are 
The Parents’ Assistant, published in 1796, and The 
Moral Tales, published in 1801. The stories in these 
two works were first tried on Maria’s brothers and sis¬ 
ters. As the next to the oldest of nineteen children 
(Mr. Edgeworth was married four times), Maria had 
considerable opportunity for testing her stories. 

Opinions differ in regard to Miss Edgeworth as a 
writer for children. Sir Walter Scott was a warm 
admirer of her stories. Ruskin, though he objected to 
her system of material rewards and punishment, as likely 
to be misleading as an interpretation of life, says of her: 
“ I can read her over and over again, without ever tiring; 
there’s no one whose every page is so full and so de- 

23 Day’s experiment of bringing up two orphan girls, with the purpose 
of taking for his wife the one who best profited by his educational 
theories, is more interesting than his books. See Dictionary of National 
Biography. 


252 THE USE OF BOOKS AND LIBRARIES 


lightful; no one who brings you into the company of 
pleasanter or wiser people; no one who tells you more 
truly how to do right.” Charlotte Yonge declares that 
the minor morals of life have never been better treated."^ 
Lady Ritchie, Thackeray’s daughter, tells how her father 
read the Little Merchants aloud to her, and how the 
characters in The Parents’ Assistant became her daily, 
familiar companions from that day forth.^''’ Agnes Rep- 
plier compares “ foolish, warm-hearted, impetuous little 
Rosamond” and her purple jar with Miss Alcott’s Rose 
in Eight Cousins, not altogether to the advantage of the 
latter,"^ while Mr. E. V. Lucas in >the preface to his 
Old Fashioned Tales, calls The Basket Woman one of 
the best stories for children that has been written. Ed¬ 
ward Salmon, writing in the Nineteenth Century in 1887 
voices the extreme opinion of the other side when he 
declares that there is “ no pathos, no humour, little true 
sympathy in her children’s stories.” 

Mrs. Barbauld.— Another well-known writer of the 
didactic school was- Mrs. Barbauld (1743-1825), who 
wrote Early Lessons for Children, Hymns in Prose for 
Children, and others. She is best known, however, by 
Evenings at Home, written in collaboration with her 
brother. Dr. Aiken. Of this Miss Yonge says, “ Every 
chapter conveyed some clearly defined bit of instruc¬ 
tion.” 29 

Mrs. Sarah Kirby Trimmer (1741-1810), who has 
been called the parent of the didactic age in England, 

24 Ethics of the dust. 

25 Children’s literature of the last century. Liv. Age, v. 102, p. 613. 

20 Preface to The parents’ assistant. Macmillan. 1903. 

27 Repplier. What children read. Atl. M. v. 59, p. 23-32, Jan., 1887. 

28 Liv. Age. V. 175, p. 323. 

29 Ibid., V. 102, p. 376. 


CHILDREN’S LITERATURE 


253 


wrote a long list of books for children. Influenced by 
Rousseau and his disciple, Mme. de Genlis, on the one 
hand, she was also closely identified with the movement 
for teaching the poor children by means of the Sunday 
Schools. 1 he Sunday School Movement was started by 
Robert Raikes (1735-1811). His first Sunday School 
was opened in 1780; in 1786, largely through Mrs. Trim¬ 
mer’s efforts, one was opened at Brentford, her home. 
Henceforth her writings consisted chiefly of book’s for 
use in the Sunday Schools. But it is not for her Easy 
Introduction .to the Knowledge of Nature (1782) nor 
for her religious writings that Mrs. Trimmer is best re¬ 
membered, but for her Story of the Robins, originally 
known as Eabulous Histories (1789). This book is still 
reprinted. It is interesting as one of the first attempts 
to instil in children a spirit of kindness toward animals. 

Verse Writers.— If Miss Edgeworth, Mrs. Trimmer 
and the rest were teaching moral and religious lessons 
in prose, the writers of verse were no whit behind them. 
Jane and Ann Taylor in their Original Poems for Infant 
Minds, published in 1804, sought to emphasize lessons 
of truthfulness, generosity, honesty, and neatness. Many 
of the verses of the Taylor sisters have real merit, and 
children still enjoy the accounts of meddlesome Matty, 
heedless Eliza, Lucy, the Chatterbox, and others, and 
the dire retribution which befell them. Mrs. Elizabeth 
Turner, author of the Daisy: or. Cautionary Stories in 
Verse, Adapted to the Ideas of Children from Eour to 
Eight Years Old, and the companion volume. The Cow¬ 
slip, is not so well known as the Taylors ; on the whole, 
her verse has less of the poetic quality, but her portraits 
of old-fashioned boys and girls are quaint and pleasing. 
For example: 


254 the use of books AND LIBRARIES 


“ Miss Lucy was a charming child, 

Who never said I won’t. 

When little Dick her playthings spoiled 
She said, ‘ Pray, Dicky, don’t! ’ 

He took her waxen doll one day 
And banged it round and round; 

Then tore its legs and arms away 
And threw them on the ground. 

His good Mamma was angry quite, 

And Lucy’s tears ran down 

But Dick went supperless that night 

And since has better grown.” 

Blake’s Songs of Innocence.— Since the poetry- 
written for children at this period might be characterized 
by the following verse taken from The Child’s Keepsake, 
published in Boston in 1854; 

“ My dear little readers the moment you look 
At the pictures and poems contained in this book 
You’ll see ’tis a volume intended for you 
To guide your young hearts to the good and the true.” 

it is with almost a shock of astonishment that we come 
upon Blake’s Songs of Innocence (1787). With its 
wonderful imagery and poetic quality it seems strangely 
out of place amid the conventional, didactic writing of 
the period. 

Religious Books and Sunday School Stories.— The 
didactic school, with its moral, educational and religious 
tendencies, persisted well into the nineteenth century. 
Mrs. Sherwood, author of the Fairchild Family, Little 
Henry and His Bearer, The Child’s Pilgrim’s Progress, 
and other stories, in England; and in America, Elizabeth 

30 From The Daisy. Reprinted in 1899. Cornish Brothers, Birmingham, 
Eng. 

31 Quoted by a writer in the Nation, v. 87, p. 307-8, Oct. i, 1908. 


CHILDREN’S LITERATURE 


255 


Wetherell (Susan Warner) with her Wide Wide World, 
and Queechy, are followers of the third line. The 
Wetherell books, thoug^h religiously sentimental in the 
extreme, have a certain turn for the description of every¬ 
day things which places them above the mass of religious 
stories and ‘‘ Sunday School books ” written in America 
during the nineteenth century. Miss Yonge draws a dis¬ 
tinction between the “ religious tale, over-loaded with 
controversy and with a forced moral,” and “ the tale 
constructed on a strong basis of religious principle, which 
attempts to give a picture of life as it really is seen by 
Christian eyes.” To the former group belong the Elsie 
books, the Pansy books, and other similar series; while 
Miss Yonge’s own stories are happy examples of the 
second kind. 

Descendants of the Moral and Educational Writ¬ 
ers.— Mrs. Marcet with her “Conversations” on Chem¬ 
istry, on Political Economy, Natural History, etc., and 
Mrs. Catty (Parables of Nature), were descendants of 
Aiken and Barbauld, the Edgeworths, and Thomas Day. 
Peter Parley, a pseudonym of Samuel Goodrich, the first 
well-known writer for children in America, wrote a long 
series of instructive books. These were so well received 
that according to Mr. Lucas, an “ outbreak of Peter 
Parlishness began to be general among juvenile firms in 
England,” for at least six other writers adopted the 
pseudonym.-'*^ Jacob Abbott, writing about 1850, was 
the author of many historical biographies for young peo¬ 
ple. Some of these were written with his brother, J. S. 
C. Abbott. He also wrote the Rollo books, Jonas books, 
Lucy books, and the Franconia stories, making in all 
some two hundred volumes. Many of the biographies 

32 Preface to Old fashioned tales. 


256 THE USE OF BOOKS AND LIBRARIES 


are interesting and still liked by children, but on the 
whole Abbott is not read nowadays. His very inform¬ 
ing Rollo books are little more than a name and it is 
doubtful if even the Franconia stories are found in many 
children’s libraries. Perhaps, as has been said, the life 
of the modern American child is too fast moving for 
much sympathy with these pictures of quiet, wholesome 
life.”^® But it seems a pity that these stories should 
be allowed to slip entirely into oblivion. The author 
understands a child’s interests and the atmosphere is full 
of the feeling of out-of-doors and of pleasant country 
life; it is, moreover, characteristically American. 

The Fairchild Family.— Mrs. Sherwood has al¬ 
ready been mentioned, but her chief work. The Fair- 
child Family, needs a word of description. Its full title 
reads, “The History of the Fairchild Family; or. The 
Child’s Manual. Being a collection of stories calculated 
to show the importance and effects of a religious edu¬ 
cation,” by Martha Sherwood. The first part appeared 
in i8i8, the second and third parts many years later. A 
writer in Good Words, in 1904,^^ describes the book as 
follows: “ Read in her own day for her religious teach¬ 

ing she is read to-day in spite of it. . . . Mrs. Sherwood 
in her interesting autobiography tells us that the book 
was written after she had found peace and light in the 
‘ doctrine of the total depravity of the human heart! ’ 
Indeed, this doctrine pervades like sunshine the whole 
of the Fairchild Family. Mr. and Mrs. Fairchild and 
even the serious man-servant Job, welcome alike childish 
peccadilloes and serious faults of character with the 

33 Caroline Burnite. Beginnings of children’s literature. Library Jour¬ 
nal, V. 31, p. 107-12. Conference number, 1906. 

34 Florence Maccunn. Liv. Age, v. 241, p. 746-53, June 18, 1904. 


CHILDREN’S LITERATURE 


257 


cheerful alertness of specialists who recognize their pet 
discovery in all the diseases brought to their notice. The 
book begins with a sort of solemn round game, each child 
in turn repeating texts ‘ about mankind having wicked 
hearts.’ ‘ This,’ sums up the Papa, ‘ is the dreadful state 
into which Adam fell; he made us children of wrath and 
heirs of Hell.’ This is sufficiently appalling as the text 
of the book, but with Mrs. Sherwood, as with Dr. John¬ 
son’s friend, Mr. Edwardes, 'natural cheerfulnes is al¬ 
ways breaking in.’ The book is crowded with episodes; 
and the entertaining story and crude religious teaching 
are so loosely compacted that, on the same page with one 
of Mr. Eairchild’s lurid harangues the eye is pleasantly 
arrested by some such substantive as ' honeysuckle,’ ‘ cus¬ 
tard,’ ‘ green-satin slip.’ No one would have been more 
surprised, more mortified, more truly grieved than Mrs. 
Sherwood, if she could have foreseen that the day would 
come when her religious teaching would have been seri¬ 
ously disapproved of. Nor would it have consoled her 
to know that her story would survive by reason of its 
style and its simple idyllic charm. Children even more 
than grown-ups are fascinated by style. It is less the 
story itself than the manner of telling that gains their 
afifection. Long after the incidents of the Fairchild fam¬ 
ily have faded from memory the impression remains of 
certain little ‘ Heavens below ’ where dear old ladies sit 
in bow windows and smile themselves into acquaintance 
with little girls going hand in hand to school ‘ in light 
green stuflf frocks with lawn tippets and aprons, and very 
tight neat silk bonnets.’ There is also a cheerful kitchen 
where an exactly similar old lady welcomes a starved 
and bullied little school boy into warmth and abundance, 
and her charming old servant lets him make the toast. 


258 THE USE OF BOOKS AND LIBRARIES 

Even more delightful than the comfort and kindliness of 
these interiors, are the descriptions of lanes and woods 
and hayfields. It is well to be sparing in describing 
natural beauty in a child’s story. Reading the other day 
in a recent and popular child’s story about ‘ meadows 
starred with daffodils ’ and ‘ white clouds sailing high 
in the noon blue of a summer sky,’ one felt how such 
stuff lent itself to skipping. But Mrs. Sherwood’s ar¬ 
bours and hayfields are an integral part of the story. 
She sees the world as the child sees it, a place to play 
in, ‘ a world three feet high.’ ‘ There is not a pleasanter 
lane in any village in England; the hedge on each side 
was of hawthorne, which was then in blossom, and the 
grass was soft under the feet as a velvet cushion, and on 
the bank under the hedge were all manner of sweet 
flowers, violets, primroses'^' and veronica.’ What a place 
to play in, with that heaven of white blossom overhead.” 

The Child in the Nineteenth Century.— In the years 
preceding the nineteenth century, and during a part of 
the nineteenth century, childhood was looked upon merely 
as a necessary but trying period of preparation for man¬ 
hood, during which the chief duty of children was to be 
seen and not heard, learning assiduously, meanwhile, the 
various necessary lessons, in books, in manners, in reli¬ 
gion, until with the advent of adult years they might 
aspire to the dignity of personality and individuality. In 
the nineteenth century people began to be interested in 
children for their own sake, not only as prospective men 
and women, and nowhere is the change of attitude more 
noticeable than in the field of literature. Hitherto the 
child had been assigned the role of the miserable little 
sinner, who must be brought to a sense of sin and salva¬ 
tion ; or of the self-satisfied little prig, the product of a. 


CHILDREN’S LITERATURE 


259 


System. Now Wordsworth shows him to us, trailing 
clouds of glory, and the poets — Coventry Patmore, 
Hartley Coleridge, and others — as well as Wordsworth, 
found in childhood a source of inspiration. 

Imaginative Literature.— When the value of culti¬ 
vating a child’s imagination was recognized, children’s 
literature began at once to profit by the general reawak¬ 
ening of interest in imaginative literature which marked 
the nineteenth century. Its field was broadened and its 
quality improved. The fairy tale came into its own and 
translations of Grimm’s Popular Stories and Andersen’s 
Fairy Tales took their places as classics of the nursery. 

Mythology. — The first attempt at opening the great 
wonder room of Greek mythology was made early in the 
latter half of the century by Kingsley with his Greek 
Heroes, and by Hawthorne with his Wonder Book and 
Tanglewood Tales. Hawthorne’s retelling of the myths 
has been called romantic and realistic compared with 
Kingsley’s more classic atmosphere. Children, however, 
will not stop to consider schools, but will revel in them 
both, and no child should escape making the acquaintance 
of either one.^® 

Nonsense Stories and Rhymes.— Hawthorne and 
Kingsley gave children the key to the treasure house of 
Greek mythology; Lewis Carroll in 1865 put them in 
posession of that even dearer kingdom of Nonsense 
with his “ immortal Alice.” How strange, and indeed, 
how sad to think of growing up without knowing Alice, 
the White Rabbit, the Red Queen,' and all the rest of the 
delightful dwellers in Wonderland and Through the 

35 See Hawthorne’s Own defence of the “ Gothic ” treatment of the myths 
in “ The tanglewood fireside,” following ” The three golden apples,” Won- 
derbook. Houghton. 1910. p. 137-38. 


26o the use of books AND LIBRARIES 


Looking Glass. Nonsense verses (can we imagine the 
little Fairchilds relaxing on aught but Scripture texts?) 
are represented by Dame Wiggins of Lea and Her Seven 
Wonderful Cats, which was edited later'with additional 
verses by John Ruskin. Mother Goose was reprinted on 
both sides of the Atlantic. 

Historical Tales. — Sir Walter Scott’s Tales of a 
Grandfather, that successful attempt to make history 
vivid and interesting to child readers, shows us how far 
we have come from the early, dry-as-dust efforts to 
present facts and dates.Dickens’s Child’s History of 
England, Charlotte Yonge’s Book of Golden Deeds, and 
other historical works for young people illustrate the 
new emphasis placed on the romantic and heroic side of 
history. No longer was it considered a little undignified 
and trivial to be caught writing children’s books, and 
pseudonyms largely disappeared when some of the great¬ 
est writers of the day did not feel that they were stooping 
in putting their pens to work for children. 

Adult Books Appropriated by the Children.— 
Long before the nineteenth century certain “ classics ” 
had been written, not at all with children in mind. But 
they were speedily appropriated by youthful readers and 
have belonged ever since primarily, one is tempted to 
say, to the children’s shelves; at any rate, no other class 
of readers takes the same unadulterated pleasure in them 
that the children take. These books were The Pilgrim’s 
Progress, Robinson Crusoe, Gulliver’s Travels, and 

.'iG Scott’s comment on writing for children is significant. “ I am per¬ 
suaded children hate books which are written down to their capacity, 
and love those which are composed more for their elders. ... I will 
make, if possible, a book that a child shall understand, yet a man will 
feel some temptation to peruse should he chance to take it up.” Lock¬ 
hart’s Life of Scott. 1901. . V. 5, p. 82-3. 



CHILDREN’S LITERATURE 


261 

Baron Munchausen. Add to these the Arabian Nights, 
^sop’s Fables, and De La Motte Fouque’s Undine and 
Sintram, and you have an excellent juvenile library 
which delighted the boyhood of many a well-known man. 
Their value as juvenile books was recognized in the 
nineteenth century when they were republished in edi¬ 
tions accessible to children. 

Classics Retold for Children. — In the early years 
of the century, three books appeared which seem twenty- 
five or thirty years before their time. These were The 
Tales from Shakespeare, and Mrs. Leicester’s School by 
Charles and Mary Lamb, and The Adventures of Ulysses 
by Charles Lamb alone. These were the first books 
written for children, with the exception of Blake’s Songs 
of Innocence, in which the author attempted, not to 
point a moral nor to instruct, but to present real litera¬ 
ture in a way to appeal to children. Mrs. Leicester’s 
School is interesting to adults as well because of its 
truthful studies of child-nature, but the Tales from 
Shakespeare, and the Adventures of Ulysses are even 
more important as the first attempt to retell the classics 
for children. They stand at the beginning of a long list 
of successful attempts by many different writers, and 
after many years still hold their own. 

Harriet Martineau. — In Miss Martineau’s Feats on 
the Fjord (1841) we have one of the first combinations 
of an accurate description of life in a foreigTi country 
and an excellent story. Her Crofton Boys (1841) shows 
the advance in characterization in juvenile books. Miss 
Martineau’s delineation of boy nature is so true that the 
book is still as readable as it was half a century ago. 
This book and Tom Brown at Rugby were the forerun¬ 
ners of the modern school story. 


262 THE USE OF BOOKS AND LIBRARIES 


Religious Poetry,— A new and more tender reli¬ 
gious teaching is found in Keble’s Lyra Innocentiarum, 
Thoughts in Verse for Christian Children, Their Ways 
and Privileges (1846), and in Mrs. Alexander’s Hymns 
for Little Children (1848). 

The Adventure Story.— Another kind of writing 
for children which first appeared in the nineteenth cen¬ 
tury, is the adventure story. James Fenimore Cooper’s 
Natty Bumpo, Chingachgook, and Uncas in the Leather 
Stocking Tales were the first of a long line of scouts 
and Indians. Cooper’s sea stories, too, served as models, 
and furnished inspiration. Captain Marryat, Mayne 
Reid, Ballantyne, and many others wrote thrilling tales 
of adventure on sea and land. Their stories were ex¬ 
ceedingly popular; some of them are still favorites and 
we recognize their direct descendants in many of the 
present day books for boys. 

The Realistic Story.— In the nineteenth century the 
realistic story, what Mrs. Field calls “ the novel of child¬ 
hood in which no effort is spared to make children ap¬ 
pear as they are,” was developed. The books of Mrs. 
Ewing and Charlotte Yonge in England, and of Louisa 
Alcott in America are its best examples. Mrs. Ewing’s 
delightful books are too little known in America. 
This is partly due, no doubt, to the fact that the setting 
of her stories is so thoroughly English and partly to the 
fact that she is too literary to appeal to the child who 
does not read easily or has read chiefly the mediocre. 
It would be worth while, through attractive editions, and 
perhaps through reading aloud and story-telling, to make 

37 Lob-lie-by-the-fire; Jackanapes; Story of a short life; Daddy Dar¬ 
win’s dovecot; Flat-iron for a farthing; Jan of the windmill, and others. 


CHILDREN’S LITERATURE 263 

children acquainted with the high ideals and refinement 
of Mrs. Ewing’s books. 

Charlotte Yonge’s stories have a strong religious ele¬ 
ment but it is neither mawkish nor combative, and the 
ideals of family life and individual conduct are high and 
noble. Miss Yonge’s description of what she thought a 
religious tale should be may well be applied to her own 
books, “ drawing out the poetry of all that is good, en¬ 
listing the sympathy on behalf of purity, faith and for¬ 
giveness, and making vice hateful and despicable.” 

“ Jo,” in Little Women, has been called the lineal de¬ 
scendant of the “ harum-scarum, impulsive, quick tem¬ 
pered but thoroughly lovable ‘ Ethel ’ of Miss Yonge’s 
Daisy Chain.” Miss Maccunn, in the article already 
quoted, makes the same suggestion. Her comparison of 
the two characters is interesting and it is pleasant to 
hear from across the Atlantic this hearty tribute to our 
American writer. “ But her (Miss Yonge’s) large fami¬ 
lies with their good principles, culture, family affection, 
small means and genuine Anglican piety, how good they 
are and how intimate one feels with them. Ethel in the 
Daisy Chain was everybody’s favorite character in fiction 
until there appeared from across the Atlantic a similar 
character but infinitely richer, funnier, more sympathetic, 
more universally human, the beloved ‘Jo’ of Little 
Women. This book is passing through new editions 
every day, and if by a miracle they were all swallowed 
up, women and children of all ages and all degrees of 
culture would unite to reproduce the book from memory. 
It is level with the intelligence of all of us, it deals with 
things we are all interested in, food, clothes, left-overs, 

38 Yonge. Children’s literature of the last century. Liv. Age, v. 102, 
p. 618. 


264 THE USE OF BOOKS AND LIBRARIES 

making both ends meet, having ‘ good times^’ doing one’s 
duty when one would rather not, and it deals with them 
with a ‘ go,’ a sense of pleasure that is little short of 
genius.” 

Modern Developments.— The field of children’s liter¬ 
ature to-day is characterized by great activity. We find 
most of the varieties of children’s books which originated 
in the nineteenth century still flourishing. The purely 
religious story is the only type that has vanished. No 
one has yet written another Little Women nor a Tom 
Brown at Rugby, but the home and school story have 
some excellent representatives. The large output of ad¬ 
venture stories and historical stories for boys is perhaps 
more generally mediocre, and from these it is but an 
easy step downward to the “ series books,” interminable 
series of cheap juveniles, worthless in style, wooden in 
characterization, and misleading in their picture of life.'^*’ 
We have the historical story and the travel story; books 
descriptive of foreign countries have had great popu¬ 
larity during the last decade. Fairy tales retain their 
popularity, beautiful editions of the old classic collections 
are published, authors are constantly adding to the list of 
modern fairy stories and editing new collections of folk¬ 
tales for children. There is a marked tendency not only 
to retell the classics but to simplify and dilute former 
successful adaptations.^^ Much real poetry has been 
written for children. In the earlier group of names we 

39 Children’s story-books. Liv. Age, v. 241, p. 746-53, June 18, 1904. 

40 The Library Commission of the Boy Scouts of America is doing 
good service by its book lists and the inexpensive reprints of better 
books, issued by Grosset and Dunlap in “ Every boy’s library,” to supplant 
the poorest of these series. 

41 Even the classics of infancy have not escaped, Mother Goose has 
been re-edited for American children, and Alice in Wonderland, Swiss 
family Robinson and the Wonder book have been simplified! 


CHILDREN’S LITERATURE 265 

find Christina Rossetti, Mary Howitt, Lucy Larcom, Celia 
Thaxter, Alice and Phoebe Cary. Whittier’s Child Life 
is a delightful anthology representing most of these writ¬ 
ers. A number of very charming books of verse for 
children have been recently written with Stevenson’s 
Child’s Garden of Verses as forerunner and inspira¬ 
tion. 

As the pendulum swung far away from the severely 
instructive book for children it reached the Comic Sup¬ 
plement and the book modeled thereon. There are hope¬ 
ful indications, however, that the days of this type of 
children’s literature are numbered. 

In this Day of the Child, when education, reading and 
even play are so carefully supervised and made easy, it 
is well to remember that there is much in adult literature 
which, after all, children should know as children. “ In 
wise households the big, beautiful, interesting, grown-up 
books are kept on low study shelves, or on broad flat 
window seats where a child with the irrepressible instinct 
for reading may find them for himself. In a lovely pas¬ 
sage Cowley describes ‘ the little chance which filled his 
heart with such chimes of verse as h^e never since left 
ringing there. For, I remember, when I began to read 
and to take some pleasure in it, when there was wont 
to lie on my mother’s parlor (I know not by what acci¬ 
dent, for she herself never in her life read a book ‘but 
of devotion,’ but there was wont to lie) Spenser’s works; 
this I happened to fall upon, and was infinitely delighted 
with the stories of knights and giants and monsters and 
brave houses that I found there.’ ” 

42 For example: Josephine Preston Peabodj^’s Singing leaves; A. F. 
Brown’s Pocketful of posies; and Betty Sage’s Rhymes of real children. 

43 Quoted by Maccunn. Children’s story-books. Liv. Age, v. 241, p. 
753 - 


266 THE USE OF BOOKS AND LIBRARIES 


Suggested Reading 

Anstey, F. An old-fashioned children’s book. Living Age, v. 
249, p. 689-98, June 16, 1906. 

Burnite, Caroline. Beginnings of children’s literature. Library 
journal, v. 31, p. 107-12, Conference number 1906. 

Children’s books. Living Age, v. 2. p. 1-12, August 10. 1844. 
Crothers, S. M. Miss Muffett’s Christmas Party. Bost. 1902. 
Houghton. 

A delightful story for children, and incidentally an enter¬ 
taining and discriminating survey of children’s books. 

Field, Mrs. E. M. The child and his book. London. Wells, 
Gardner. 

Godley, E. C. A century of books for children. Living Age, 
V. 249, p. 689-98, June 16, 1906. 

Halsey, R. V. Forgotten books of the American nursery. Bost. 
Goodspeed. 1911. 

Hewins, Caroline. The history of children’s books. Atlantic 
monthly, v. 61, p. 112, January 1888. 

Lucas, E. V. Preface to Old Fashioned Tales. N. Y. Stokes. 
Lucas, E. V. Preface to Forgotten Tales of Long Ago. N. Y. 
Stokes. 

Moses, M. J. Children’s books and reading. N. Y. Kennerley. 
1907. Chapters 2. 3, and 4. 

Repplier, Agnes. Children past and present. Atlantic monthly, 
V. 57, p. 508-17, April 1886. (Also in her Books and Men.) 
Repplier, Agnes. Wllat children read. Atlantic monthly, v. 59, 
p. 23-32, January 1887. (Also in her Books and Men.) 

Thin quarto volumes of long ago. Outlook, v. 91, p. 146-48, 
January 23, 1909. 

Welsh, Charles. Early books for children in New England. 

New England Magazine, n. s. v. 20. p. 147-60, April 1899. 
Yonge, Charlotte, Children’s literature of the last century. 
Living Age, v. 102, p. 73-80. .A.ug. 7, 1869; p. 612-18, Sept. 4, 
1869; V. 103, p. 96-102, Oct. 9, 1869. 

Exerclse 


I. Read a story by Maria Edgeworth, one by Thomas 
Day, and one by Peter Parley. (Stories by these au- 


CHILDREN’S LITERATURE 


267 


thors may be found in the collections mentioned below.) 
In general, how do these seem to differ from such pres¬ 
ent day stories for children as Under the Lilacs (Alcott), 
Heidi (Spyri), The Bird’s Christmas Carol (Wiggin) ? 

2. Look over Catherine Sinclair’s Holiday House 
(1839); Mrs. Sherwood’s Fairchild Family (t8i8), and 
Harriet Martineau’s Feats on the Fjord (1841). Which 
would you select to put in a present day library for chil¬ 
dren, and why? 

3. Read Malleville’s Night of Adventure by Jacob 
Abbott in Lucas; Forgotten Tales of Long Ago; also 
Embellishment by Abbott in Lucas; Old-Fashioned Tales. 
Give your opinion of these stories. Do you think 
children would like them? If possible read them to a 
child and note results. 

4. Compare Tom Brown at Rugby (Hughes, 1857) 
with one of Ralph Henry Barbour’s school stories. 
From your experience, what can you say of the popu¬ 
larity of Tom Brown with the present generation of 
children ? 

5. Read Mrs. Ewing’s Jackanapes. Do you think chil¬ 
dren would like it? Did you like it as a child? What is 
its value for children? 

6. Read Miss Edgeworth’s Waste Not, Want Not in 
The Parents’ Assistant (also in Forgotten Tales of Long 
Ago, and Scudder’s Children’s Book). Does this seem 
to you a good child’s story as regards (i) moral lesson, 
(2) interest? Do you find it popular with children? 

7. Read Eyes and No Eyes in Aiken and Barbauld’s 
Evenings at Home. (Also in Scudder’s Children’s 
Book.) How would you compare it with present day 
nature readers and stories for children? Do you think 
children would find it interesting? 


268 THE USE OF BOOKS AND LIBRARIES 


8. Read the account of the battle of Culloden and 
the escape of Charles Edward in Scott’s Tales of a 
Grandfather. Do you think boys and girls of the seventh 
and eighth grades would enjoy it if read or told to them? 
Why? If possible, try the experiment. 

9. Did you as a child enjoy Charlotte Yonge’s stories 
of home life — The Daisy Chain, Pillars of the House¬ 
hold, Countess Kate, etc.? Have you found them, as a 
rule, popular with children? Why do you think girls do 
or do not like them ? 

10. Read The Young Mahometan in Mrs. Leicester’s 
School by Charles and Marv Lamb. How would you 
compare this with the stories which you have read by 
Miss Edgeworth and Thomns Day? 

11. Examine the edition of Mrs. Shei'wood’s The Fair- 
child Family, edited by M. F. Palsfrave and illustrated 
by M. F. Rudland ( Stokes) ; or, Miss Edgeworth’s The 
Parents’ Assistant, illustrated by Chris Hammond (Mac¬ 
millan, 1903). Do you think the modern form of the 
book likely to revive interest in the story? 

Collections Illustrating the History of 
Children’s Literature. 

Forbes, E. E. comp. Favourites of a nursery of 70 years ago. 
Houghton. Chiefly poetry. 

Lucas, E. V. ed. Forgotten Tales of Long Ago. Stokes. 
Lucas. E. V. ed. Old Fashioned Tales. Stokes. 

Tappan, E. M. ed. The Children’s Hour, v. 6. Houghton. 
Scudder, H. E. ed. The Children’s Book. Houghton. 


Chapter XVI 

THE PRESENT PROBLEM OF CHILDREN’S 
READING 

Chapter XV attempted a brief survey of the history 
of children’s literature. This chapter deals with the 
present day problem of children’s reading. 

Importance.— Not infrequently we find people who 
shrug their shoulders and smile a little at the advocates 
of a careful consideration of this matter. No doul)t 
most teachers have met the mother who, questioned as 
to what her children are reading at home, replies: “ My 
children seldom read anything, they have enough to do 
to keep up with their school work.” She is a fortunate 
mother if her children suffer only a negative ill and are 
not, for the want of the proper food for their imagina¬ 
tions, driven to the vulgar and the sensational, in the 
shape of the cheap show, the wrong kind of moving pic¬ 
tures, and the trashy book. 

What the Problem Consists Of.— You cannot, of 
course, drag a boy away from a nickel show and thrust 
the Jungle Book into his hands with, “ read that, it is 
much better for you.” The best way to make a child 
love good books is to set his father and mother to read¬ 
ing them and loving them, when they, too, are boys and 
girls. Oliver Wendell Holmes's oft quoted saying to 
the effect that the child who has never tumbled about in 
a library is always afraid of books, comes frequently to 

269 


270 THE USE OF BOOKS AND LIBRARIES 


mind in dealing with the young person of to-day. The 
good doctor might have said not only afraid of books 
but contemptuous of them, with the contempt born of 
ignorance. We must face the fact that unfortunately in 
many hundreds of American homes there are no libraries 
for children to tumble about in; and that a corresponding 
familiarity in early years with the recent novels borrowed 
from the Public Library, several monthly and weekly 
magazines and the daily papers, are by no means con¬ 
ducive to a corresponding amount of culture. The prob¬ 
lem is how to deal with the non-reading child, who comes 
of non-reading parents from a bookless home. 

The Teacher’s Opportunity.— Librarians are doing 
what they can in the Children’s Rooms with carefully 
selected books, assistants trained in li1)rary work with 
children, story hours, and co-operation with school 
libraries. Teachers may do even more. In their longer 
and closer companionship with children they have op¬ 
portunities, second only to those of the parent, of putting 
a child in touch with books which may influence his 
whole after life. 

One Way of Attacking the Problem.— Most teach¬ 
ers have devoted more or less time to the study of psy¬ 
chology, particularly to that branch known as child-study. 
Nearly everything that has to do with a child’s develop¬ 
ment is approached from the point of view of child- 
study, nowadays, yet we do not as a rule think of 
applying the principles learned from James, from Sully, 
from Baldwin, and from Stanley Hall, to the problem of 
the right book for the right child at the right time. 

Danger in Becoming Too Theoretical.— To be sure, 
we cannot make a neat, little, theoretical time-table of a 
child’s development and expect every change to take 


CHILDREN’S READING 


271 


place according to schedule. We must be ever ready to 
adapt general rules to individual children; to differences 
caused by inheritance and environment. On the other 
hand wise parents, teachers and librarians have long 
recognized the value of child-study in trying to solve 
the problem of children’s reading, whether they caM it 
by that name or not. The following are the words of 
a teacher in a preparatory school for boys in England. 
Librarian, as he uses the term, refers to the teacher in 
charge of the school library. “ The ideal librarian must 
have that true wisdom — the product of experience and 
sympathy — which recognizes that boys must be led on 
very gradually, and that to recommend books of a better 
class too early is apt to discourage a taste for reading 
altogether. One librarian of long standing has told me 
that he is only just beginning to learn after many years 
of this work, what can really be done towards helping 
boys to make a true progress in the choice of books. He 
points out to us that it is of no value to say that a boy 
of a certain age should read and enjoy a certain book, 
and the comparison must not be made between one boy 
and others of his age, but between a boy as he is and as 
he was at earlier stages in his life.” ^ 

Divisions of the Period of Childhood.— According to 
the books on child-study we find, in general, childhood 
and youth divided into three main periods.- First, that 
which is called Early Childhood, second. Later Child¬ 
hood, third, Adolescence, which is again divided into two 
periods — earlier and later adolescence. Only the first 

1 Preparatory school libraries by W. Douglas. See Great I^itain. 
Education Department. Special Reports, v. 6. 

2 For example, see Tanner — The child, chap. 12; Kirkpatrick — The 
individual in the making, chap. 3, divides the time from birth to 24 
years into six stages. 


272 THE USE OF BOOKS AND LIBRARIES 


of these adolescent periods concerns us in our present 
consideration. 

Characteristic Interests of the Successive Periods. 
Early Childhood.— Let us recall the characteristics 
assigned by the psychologists to these different periods. 
Mks Tanner in her book. The Child, names as the in¬ 
terests of early childhood, the enjoyment of plays which 
exercise the child’s senses, use of rhythm and nonsense 
rhymes, love of imagining and inventing, above all, a 
love of imitation, “ the most characteristic interest of 
the period.” Mr. Kirkpatrick in his The Individual 
in the Making, says: “This period (i.e., from three 
to six years) is preeminently the period in which imagi¬ 
native activity dominates . . . the child plays with his 
images and uses them for his own purposes just as he, 
at an earlier period, played with objects. It is also 
a period of story interest, when the child not only en¬ 
joys picturing what is related, but delights to make little 
stories and songs of his own. In living in the story 
world of fancy he has the freedom and pleasure that is 
denied him in a world of fact, where things are in ac¬ 
cordance with. definite, fixed laws, regardless of his 
wishes.” ® Does not all this coincide with what we know 
children like to read or to have read to them, at the first 
stage of their interest in books? ^Mother Goose, poetry 
with a strongly marked rhythm, such as the Child’s Gar¬ 
den of Verses, and stories with a dramatic, actable qual¬ 
ity, such as is preeminently supplied by the fairy tale. 
In the fairy tale nothing is impossible, seven league boots, 
bean stalks as tall as the sky, fiery dragons and magic 
swords with which to kill them; the power to do what¬ 
soever he will — all these are possessed by the child as he 

3 Kirkpatrick, Indjvidujil in the making. 1911, p. 146. 


CHILDREN’S READING 


273 


identifies himself with the hero, thus giving him, indeed, 
“ the freedom and pleasure denied him in a world of 
fact.” The more gifted children only may invent stories 
for themselves, as did George Meredith, ” in the manner 
of St. George and the Dragon or of the kind found in the 
Arabian Nights ” A but all children may -enter the magic 
kingdom through the gate of the old familiar fairy tale. 

Dramatic Interest.— The actable quality of a story 
or poem is a sure test of its popularity. Quite little 
children enjoy the Pied Piper and are found acting out 
the story. Stevenson is speaking of this characteristic 
of children where in his Essay on Child Play he says: 
“ He (the child) works all with lay figures and stage 
properties. When his story comes to the fighting, he 
must rise, get something by way of a sword and have a 
set to with a piece of furniture until he is out of breath. 
When he comes to the ride with the king’s pardon he 
must bestride a chair. ... If his romance involves an 
accident upon a clifiF, he must clamber in person upon a 
chest of drawers.” 

Animal Stories.— Closely allied with the fairy tale 
is the imaginative animal story — the Jungle Books, 
Seton-Thompson’s stories. But to make an appeal to 
this age, animal stories must be of the kind which pre¬ 
sent animal life in the forest and in the jungle so that 
the child can picture it and can play at living it. The 
book of information belongs to a later period. 

Second or Middle Period.—With the second or mid¬ 
dle period, which, roughly speaking, begins at eight and 
ends at twelve, we begin to hear the question asked, “ Is 
it true?” Not that the answer in the negative detracts 
from the popularity of the story; older brothers and 


4 Meredith. Letters, v. i, p. 3. 


274 the use of books AND LIBRARIES 


ir'isters are, if you notice, quite as eager to hear the fairy 
t le, which you may be telling, as the little ones them¬ 
selves. But they wish to enjoy it as make believe, not 
as something which was or may be true. As the psy¬ 
chologists tell us, the child in this period “ thinks more 
in the abstract.” Tanner. The Child, p. 24^. In this 
period, too, we are told “ the interests in persons is 
stronger and the interest in imagining and wondering 
has become more clear cut and related to the needs of 
life.” Ibid. Do we not find in this sentence a statement 
of the psychology behind the taste for the hero story 
which develops at this time, for the history story where 
the emphasis is laid on individuals, the book of deeds, 
Robin Hood, King Arthur, or, with the less imaginative 
child the Indian Stories of Stoddard and Kirk Munro 
and the war stories of Tomlinson? 

It is not true that the child in turning from the fairy 
tale and wonder story to the realistic story is looking for 
accounts of the happenings of daily life. On the con¬ 
trary, the more unlike every-day doings the feats per¬ 
formed by the hero, the more unheard of and stupendous 
the experiences he undergoes, the better the story pleases, 
provided, always, that it seems possible and believable. 
A writer in the Edinburgh Review in 1902 puts it excel¬ 
lently when he says: “ When Grimm, Andersen, and 

all the fairy classics of the first ages of youth — the 
jewel age which antedates the golden, and to which we 
far more easily in later years return — are drifting into 
the unacceptable region of the unbelieved, realism, in its 
first claims demands of fiction that it should present not 
maybe yet the actual, but the credible, the possible. It is 
then that the book of adventure has its reign. Worlds 
unrealized, unexplored seas, undiscovered countries, must 


CHILDREN’S READING 


275 


figure in the tale, but worlds that may be thought to 
exist, countries with shores of solid rock, with bays and 
creeks and harbors — seas real ships might sail. And 
fiction must picture them plain with compass and map, 
longitude and latitude, and the full similitude of verac¬ 
ity.” ® Treasure Island should have its map as well as 
its illustrations. Other books which satisfy this demand 
are Robinson Crusoe, the Swiss Family Robinson, Mun¬ 
chausen, Gulliver’s Travels, and the scientific romances 
of Jules Verne. 

The greater interest in the details of life outside a 
child’s own circle, in what Miss Tanner calls “ the ‘ how ’ 
of things,” is satisfied by the stories of industries and 
books descriptive of foreign countries. The Little 
Cousin Books and other geographical series are popular 
at this age. 

This age is more or less a time of competition and 
rivalry with other children. Most of a small boy’s fight¬ 
ing is done at this time and books which describe all 
kinds of encounters from tournaments to Indian am¬ 
bushes make a strong appeal. Now is the time to form 
ideals of true courage through such books as Pyle’s 
Robin Hood and Men of Iron, Ivanhoe, Sewall’s Little 
Jarvis and Decatur and Somers. 

Early Adolescence.— With this period (from twelve 
or fourteen to sixteen or eighteen years) come marked 
changes. A child’s feelings about himself, about his sur¬ 
roundings are more intense than ever before. Poetry 
which expresses the feelings, stories which deal with love 
and romance, books which appeal to a child’s religious na¬ 
ture and to his instincts for self-sacrifice are eagerly read. 

6 Schoolroom classics in fiction — a survey. Littell’s Living Age, v. 232, 
p. 3S5-401. 


276 THE USE OF BOOKS AND LIBRARIES 


We are told with the period of adolescence, “ the 
child, for the first time enters fully into his social in¬ 
heritance,” and “ that the key to the adolescent is his 
interest in living up to what he conceives to be the social 
demands upon him.” ® Hazlitt, in his essay, “ On the 
Reading of Old Books,” describes this social awakening 
in his own case. “ Tom Jones,” he says, “ was the first 
work to break the spell.” (That is, the spell of the time 
when he was “ a little thoughtless child and had no other 
wish but to con his daily tasks and be happy.”) Then 
“ Tom Jones ” came in his way. ‘ “It came down in 
numbers once a fortnight, in Cooke’s pocket edition, em¬ 
bellished with cuts. ... It smacked of the .world I lived 
in and showed me groups of ‘ gay creatures,’ not of ‘ the 
element,’ but of the earth; not ‘ living in the clouds,’ but 
travelling the same road that I did;—some, that had 
passed on before me, and others that might soon over¬ 
take me.” ^ 

Ideals Furnished by Literature.— Since his relation¬ 
ship to the world around him has consciously become a 
problem to the adolescent, books which will show him 
how others have attacked this problem are welcome. 
“ Little can be done by parent and teacher in a positive 
or specific way toward determining just what the imagi¬ 
native activity shall be during this period. Indirectly 
much may -be done by furnishing literature that stimu¬ 
lates and provides abundant opportunity for the choice 
of ideals.” ® 

Now is the time for instance to present by means of 
such novels as The Tale of Two Cities. Hypatia, I van- 
hoe,*Lorna Doone, fine and ennobling ideals of love and 

6 Tanner. The child, p. 245-6. 

7 Hazlitt. Collected works, v. 7, p. 222-3. 

8 Kirkpatrick. The individual in the making, p. 238 . 


CHILDREN’S READING 


277 

marriage, such as the child, perhaps, does not find in his 
own environment. 

Wide Reading Not in Itself Harmful.— Wide^ read¬ 
ing on the part of the adolescent boy and girl need not 
alarm us, if only really good literature is placed in their 
way. It is the trashy novel, the cheap and commonplace 
product of modern writers, which encourages the wrong 
kind of moral outlook; not the books of the great writers 
of the past. 

The Right Book at the Right Time.— This brief 
outline of a child’s successive interests in literature has 
been given to emphasize the fact that in the guidance of 
a child’s reading, as in everything else, there is a psy¬ 
chological moment, and it is, therefore, the business of 
the teacher who wishes to influence the forming of a 
child’s taste in books, to be on the watch for the oppor¬ 
tunity to present the right book at the right time. When 
a boy is longing for fighting and Indians, and adventure 
in the most stirring form, of what use will it be to press 
upon him the finest, most spiritual of stories, the most 
imaginative fairy tale or allegory? It may rather do 
positive harm in causing him to lose faith altogether in 
our recommendations of books and he will satisfy his 
desire for excitement and a hero to imitate, with the 
sensational stuff he will get, not from the school or the 
public library, but from some less reputable source. 

Danger of Cheap Juveniles.— Judge Lindsay once 
said, “ I recall a group of boys in my court room. In 
the trunk of one of them in an attic were found hun¬ 
dreds of cheap juveniles, and I think they had much to 
do with the misdirected energy and spi/it of adventure 
in these boys, which instead of taking the wholesome 
channels, took really to serious crime. The coarse. 


278 THE USE OF BOOKS AND LIBRARIES 

cheap appeal of some of this literature is certainly dan¬ 
gerous.” ® We have Josiah Flynt’s testimony in Tramp¬ 
ing with Tramps in the chapter called “ Children of the 
Road,” which every teacher should read, that it is the 
literature of “ desperadoism thrust upon them from the 
shop-windows through the picture-covered dime novels 
and the flaring faces of the Police Gazette, that by sug¬ 
gestion starts many an honest but romantic boy off to 
the road.” 

Danger of the Mediocre.— Less easy to detect but 
more widespread is the danger of the mediocre in litera¬ 
ture. Quantities of juvenile books are turned out every 
day which, wholesome enough morally, are entirely com¬ 
monplace in tone and altogether lacking in qualities of 
style and distinction. Moreover, whether a child reads 
books or not, and more probably if he does not, he is 
almost certain to read the daily papers. As Stevenson 
says: “The sneering, the selfish and the cowardly” 
(to which list we may well add the vulgar), “are scat¬ 
tered in broad sheets on every table, while the antidote 
in small volumes lies unread upon the shelf.” One 
part of the paper at least, is looked upon as the particular 
property of even the youngest children — the Comic 
Supplement. Hundreds of fathers and mothers in re¬ 
fined homes hand over these supplements without ques¬ 
tion to the children, because the children ask for them, 
not realizing that every issue tends to blunt a little the 
sensibilities for art and beauty, dulls the sense of humour 
and encourages the lack of respect for authority, char¬ 
acteristic of the young American. 

0 Quoted by Edward W. Mumford in a paper read before the American 
Booksellers’ Association, May 15, 1912. 

10 Stevenson. The morality of the profession of letters. 


CHILDREN’S READING 


279 


The Remedy.— The chief safeguard of children’s 
reading must be in the home atmosphere, in the compan¬ 
ionship of parents and children in the field of books. 
As an editorial in the Outlook said some years ago, 
“ Children ought to form the reading habit, as they form 
the habit of being courteous, because it is the normal 
habit of the home and they ought to read good books, 
because no books which are not good books ought to be 
within their reach.” In the forming of a child’s taste 
in literature, next to the parents, teachers have the 
greatest opportunity and the greatest responsibility. 

Suggested Reading. 

Colby, J, R. Literature and life in school. 1906. 

Ely, Mary. The book that teacher says is good. (In N. E. A 
Addresses and proceedings. TQ12, p. 1253-8.) . 

Hunt, C. W. What shall we read to the children? 1915. 
Kirkpatrick, Edward. Individual in the making. 1911. Part 2. 
Stages of development. 

Lanigan, Edith. Thp child in the library. (In Atlantic monthly, 
Jan. 1901, V. 87, p. 122-5.) 

Lawrence, Isabel. Children’s interests in literature. (In N. E. 

A. Addresses and proceedings. 1899, p. 1044-51.) 

Lowe, Orton. Literature for children. 1914. 

Lynn, Margaret. My book and heart. (In Atlantic monthly, 
April 1912, V. 109, p. 500-7.) 

Olcott, F. J. The children’s reading. 1912. 

Tanner, A. E. The child. 1904. Chapter 12. Interests. 
Zachert,^ A. B. What our children read and why. (In Library 
Journal, v. 39, January 1914, p. 21-4.) 

Exercise. 

I. Name three books which you know by experience 
appeal to children between nine and twelve. Suggest 
reasons why they do appeal. 

11 Outlook, Dec. 3, 1904, v. 78, p. 813. 


28o the use of books AND LIBRARIES 


2. Name two stories which you think especially suit¬ 
able to be told to children before they are old enough 
to read. Why do you think so? 

3. Suggest three novels which you would include in a 
high school library. Give reasons. 

4. Name a poem other than the Pied Piper which little 
children enjoy because of its actable quality. 

5. Outline the successive tastes in reading of some 
child whom you know, stating whether you found abrupt 
changes of interests, or whether early likings continued 
at the same time that new tastes developed. Does this 
seem to you an average or an exceptional case? 

6. Name several writers for adults with whose books 
you think children should be familiar in the home. Why? 

7. Suggest ways in which the teacher and the parent 
may co-operate in encouraging children to read good 
literature. 

8. How important does it seem to you that a child 
should have the right book at the right time? Can you 
recall any instance when the wrong book has done posi¬ 
tive harm ? 

9. Have you found much difference in the reading 
done by boys and girls? If you have found divergence 
in taste, describe it, in general, and state at what age it 
seems to appear. 

10. Mention ways in which mediocre books do harm. 
What has been your experience in regard to children who 
have read chiefly mediocre books? 

Note. A useful bibliography of “ Rooks and articles on children’s read¬ 
ing,” has been compiled by Margaret Widdemer and published in the Bul¬ 
letin of Bibliography (Boston Book Co.), v. 6, 1911, and v. 7, 1912. 


Chapter XVII 

FAIRY TALES 

Once upon a time, in the days when all well brought 
up Puritan infants were learning their catechisms and 
reading Fox’s Book of Martyrs by way of diversion, 
fairy tales were considered not only useless but actually 
pernicious. In the eighteenth century Rousseau pro¬ 
tested against all fairy lore. “ Fables may instruct men,” 
he wrote in Fmile, “ but children must be told the bare 
truth, for the moment we cover truth with a veil they 
no longer give themselves the trouble to lift it.” His 
protest seems to have had some influence when we recall 
the didactic literature of the eighteenth and early nine¬ 
teenth centuries, and find Lamb writing to Coleridge as 
follows: “Mrs. Barbauld’s stufif has banished all the 
old classics of the nursery; and the Shopman at New- 
bery’s hardly deigned to reach them ofif an old exploded 
corner of a shelf when Mary asked for them. Mrs. 

B-’s and Mrs. Trimmer’s nonsense lay in piles about. 

Knowledge insignificant and vapid as Mrs. B-’s books 

convey, it seems, must come to a child in the shape of 
knowledge, and his empty noddle must be turned with 
conceit of his own powers when he has learnt that a 
Horse is an animal, and Billy is better than a Horse, and 
such like; instead of that beautiful interest in wild tales 
which made the Child a man, while all the time he sus¬ 
pected himself to be no bigger than a child.” ^ 

1 Life of Charles Lamb by E. V. Lucas, 1905. v. i, p. 318-19. 

281 



282 THE USE OF BOOKS AND LIBRARIES 


The Persistence of Fairy Tales.— Nevertheless, in 
spite of Puritan divines and educational theorists, the 
fairies and giants of folk-lore were not altogether sub¬ 
merged by the flood of didacticism. Jack the Giant 
Killer, Rosamond in the Bower, The Babes in the Wood, 
Tom Thumb, and many other tales were still current in 
chapbook form. The French fairies slipped over to Eng¬ 
land with Perrault’s Tales of Mother Goose (Contes de 
ma Mere TOye), and Mme. d’Aulnoy’s Contes de Fees, 
and in 1824 with the translation of the Grimm Brothers’ 
Household Tales, the German elves and kobolds became a 
part of the joy of childhood for all English speaking chil¬ 
dren. 

Value of Fairy Tales Recognized.— As the years 
have gone on, the fairy tale has steadily acquired pres¬ 
tige. We may still find, occasionally, a mother like the 
one Miss Olcott mentions ^ who says, ‘‘ I do not like to 
read lies to my child,” or, a child like the little girl, who 
several years ago, used to steal into the public library 
every day on her way from school to read the fairy book 
forbidden at home. But these are exceptional cases, 
most parents even if they do not favor the fairy tale 
do not taboo it. Students of children are agreed that 
folk-tales, taking their origin as they do, in the youngest, 
most childlike period of the world’s history, should serve 
as the child’s introduction to literature; and that they 
have an educational value. 

Why Fairy Tales Are Good for Children.— First, 
fairy tales cultivate the imagination, and after all it is 
lack of imagination which causes most of the evil in the 
world. It is only unimaginative people who are cruel 
and brutal. And if imagination safeguards, it also en- 

2 Children’s Reading. 1912, p. 68. 


FAIRY TALES 


283 


riches, adding a never failing charm to the dullest and 
most sordid surroundings and giving us the means of 
escape from the commonplace. 

Second, fairy talcs broaden the mental horizon. Many 
a child whose daily life seems of the narrowest and most 
prosaic kind, has found through the fairy tale all the 
wonder and mystery of 

“ Songs the sirens never sung, 

Shores Ulysses never knew.” ^ 

Third, fairy tales deepen and enlarge a child’s emo¬ 
tional experience. He thrills with pride as the little 
tailor gets the better of the giant; he holds his breath 
in suspense as the last mantle is thrown over the eleventh 
swan brother, he shudders before the locked door in 
Bluebeard’s Castle; and as a result, he is all his life more 
sensitive to the appeal of “ brave romance,” wherever 
he may find it. 

Fourth, fairy tales develop a sense of humour. Some 
children possess this sense in a much higher degree than 
others. This is apparent to the story-teller who often 
finds one child listening without a smile to the tale that 
has drawn a series of appreciative chuckles from others. 
For the child who takes life seriously, perhaps a little 
anxiously, or for the stolid youngster, such stories as 
the Three Sillies, Lazy Jack, Mr. Vinegar, or Hans in 
Luck ^ are an excellent training in the perception of 
humour. Nearly all the old folk tales, and, in particular, 
the Drolls (to which class belong the four tales men¬ 
tioned) are full of a vigorous and spontaneous humour. 

3 Alfred Noyes. Flower of Old Japan. 

4 The first three may be found in Jacob’s English Fairy Tales, the last 
in Grimm’s Household Tales. Lucretia Hale’s modern nonsense stories of 
the Peterkin Family are also good for this purpose. 


284 the use of books AND LIBRARIES 


Uncle Remus’s genial fun awakens a ready response. 
The literary fairy tale, when really excellent, is invalu¬ 
able. It is often said that a child cannot fully appreciate 
the clever fooling of Alice in Wonderland, but while he 
is eagerly following Alice’s adventures he is laying, un¬ 
consciously, the foundation for an appreciation of hu¬ 
mour in literature. Kipling’s Just So Stories have a 
similar value. Howard Pyle’s fairy stories in The Won¬ 
der Clock and Pepper and Salt are full of humour and 
are told with a delightful drollness, irresistibly appeal¬ 
ing. Stockton’s stories, The Bee Man of Orn, Clocks 
of Rondaine, and others, are full of a humorous fancy. 
Thackeray’s The Rose and The Ring belongs to the older 
children, who are leaving the fairy tale age behind them. 
They can appreciate its delightful absurdity without 
being puzzled by its burlesque quality. Of this book 
Andrew Lang said that he thought it “ quite indispen¬ 
sable in every child’s library, and that parents should be 
urged to purchase it at the first opportunity, as without 
it no education is complete.” ® 

Fifth, indirectly and without preaching, fairy tales 
teach the child many priceless lessons. Teaching by par¬ 
able is a time-honored method. Children especially need 
concrete examples, not abstract generalizations, ^lany 
are the lessons of truthfulness, temperance, courtesy, and 
generosity which the fairy tale brings home, while the 
qualities of greed, cruelty, and laziness are held up to 
ridicule. To a child there are no shades in conduct, 
bad is bad, and good is good ; hence, the clear black and 
white of the old fairy tale is peculiarly satisfying. The 
prompt dispensation of reward and punishment appeals 
to his sense of justice. If the adult has forgotten how 

5 Preface to the Yellow Fair}' Book. 


FAIRY TALES 


285 


he felt as a child when he came to the end of the fairy 
story, let him reread the conclusion of Martin Chuzzle- 
wit. Mr. Pecksniff, with “ a disconcerted meekness on 
his face . . . enormously ridiculous.” Mr. Pecksniff com¬ 
pletely unmasked by the old man he would have tricked 
and wronged and, moreover, laid Hat on die floor by a 
blow from this same irate old gentleman’s stick, while 
Martin, Tom Pinch, Mary, Ruth and Mark Taiffey stand 
by as witnesses of the discomfiture of hypocrisy, gives 
us the same pleasurable sensation, as did the summary 
disposal of the wicked step-mother. 

Sixth, fairy tales counteract certain unfortunate tend¬ 
encies of modern life. The constant bustle and hurry, 
the daily papers with their glaring headlines, the theatri¬ 
cal bill-boards and moving picture posters, the moving 
pictures themselves, all tend to make the modern child 
more sophisticated than the young person of an earlier 
day, and to keep him living at a high tension. He will 
crave the dramatic fairy tale, therefore, but however full 
of giants and ogres and exciting rescues of princesses 
this tale may be, the atmosphere is a healthy one, neither 
morbid, nor vulgar, nor encouraging precociousness. 

Seventh, there is no better introduction to poetry. In 
the letter to Coleridge quoted above. Lamb says: “ Think 

what you would have been now if instead of being fed 
with Tales and old wives’ fables in childhood, you had 
been crammed with geography and natural history! ” 
The atmosphere of the fairy tale, its “ high hill among 
the trees of the forest, where the fox and the hare bid 
each other good night ”; its talking beasts and flowers; 
its lakes and mountain caverns prepare a child for the 
magic of the great poets. “ We cannot all hope to be 
classical scholars, but all may be steeped in folk-lore and 


286 THE USE OF BOOKS AND LIBRARIES 


heroic romance in childhood, when the imagination is 
fresh and keen and so acquire a share of the old-world 
culture.” 

Danger in Adaptation.— If we think of the fairy tale 
as the child’s introduction to literature we shall be chary 
of mutilating the old favorites under the guise of adapta¬ 
tion. There are, it is true, many folk tales which are 
not suitable for children; let these, then, be left out of 
the children’s libraries; let us be sure that our editors 
and compilers are to be trusted, but let us refrain from 
destroying the strength and dramatic qualities of the 
versions which have stood the test of centuries.'^ The 
changes are usually made by mistakenly zealous persons, 
on the ground that the originals are too painful for 
children. Andrew Lang had a word to say about these 
sentimentalists and, as usual, said it with refreshing 
vigour. “ He could but indifferently sympathize with 
those anxious parents who think the stories of Bluebeard 
and Jack the Giant Killer too shocking for infant ears 
to hear. Our grandmothers, he declared, were not 
ferocious old ladies, yet they told us these tales and many 
more which we were not the worse for hearing. ‘ Not 
to know them is to be sadly ignorant and to miss that 
which all people have relished in all ages.’ Moreover, it 
is apparent to him and indeed to most of us, that we 
cannot take even our earliest steps in the world of litera¬ 
ture, or in the shaded paths of knowledge, without en¬ 
countering suffering and sin in some shape; while as we 
advance a little further, these grisly forms fly ever on 
before. ‘ Cain,’ remarks Mr. Lang, ‘ killed Abel. The 

« C. T. Dodd. Fairy tales in the schoolroom. Living Age v. 235, p. 373. 

7 For examples of how not to treat fairy tales, see Miss Olcott’s The 
children’s reading. 1912, chap. 7 and Miss Gleason’s A word on picture 
books, good and bad. Public Libraries, v. ii, p. 171-75, April, 1906. 


FAIRY TALES 


287 


flood drowned quite a number of persons. David was 
not a stainless knight, and Henry VIII was nearly as 
bad as Bluebeard. Several deserving gentlemen were 
killed at Marathon. Front-de-Boeuf came to an end 
shocking to sensibility and Mr. Ruskin.’ ’’ ® 

The Pathetic Realistic Story.— It is not the fate of 
the giant in Jack the Giant Killer, nor the death of Blue¬ 
beard that make the children’s tender hearts ache; it is 
rather the too pathetic modern story of the ill-used child 
or animal. The shade of a little yellow dog, homeless, 
abused, cold, and hungry, went trotting forlornly on for 
years through the imagination of one child, until child¬ 
hood was left behind. It is a pity to bring home to 
chil-dren too early the sad truth that there is unhappiness 
and suffering in the world from which there is no imme¬ 
diate and visible relief. The young life should grow as. 
Sophocles pictured it growing, “ in those sheltered regions 
of its own, and the Sungod’s heat vexes it not, nor rain 
nor wind, but it rejoices in its sweet untroubled being.” 

The Classification of Fairy Tales.— Folk-lore is vari¬ 
ously classified.^*’ For our purpose a simple division 
into myths; fairy tales, “ taken to include tales in which 
occurs something ‘ fairy,’ something extraordinary — 
fairies, giants, dwarfs, speaking animals fables; and 
legends will answer. 

Early Favorites.— It is, of course, impossible to make 
a hard and fast rule which will apply in all cases to 
all children. In general, the little children, from four, 

8 Atlantic monthly. Contributor’s Club, v. 69, p. 854-5, June, 1892, 

9 Sophocles. Trachineae, tr. by R. C» Jebb., i44ff» quoted by Butcher 
in Some asi)ects of the Greek genius. 1893, P- 3 > 5 - 

10 See E. S. Hartland’s English fairy and other folk tales, also his Sci¬ 
ence of fairy tales, and the article on Folk-lore in the Encyclopedia Britan- 
nica. 

11 Jacobs. Preface to English fairy tales. 


288 TliE USE OF BOOKS AND LIBRARIES 


five and six years on, are best pleased with, (i) the 
fables; the talking animals of the fable appeal to them, 
and its brevity is a distinct point in its favour; (2) with 
the simplest of the folk tales (nursery tales or Marchen), 
such as Jack the Giant Killer, Jack and the Bean Stalk, 
and Rumpelstiltskin. If the story deals with animals as 
the Three Little Pigs, or the Three Bears, so much the 
better; and the cumulative tales like The Old Woman 
and Her Pig, or Henny Penny (Chicken Licken) are 
always popular. As children grow older simple versions 
of some of the myths, such as the story of Echo, or 
Phaethon, may be told or read to them.^- For the most 
part, however, the myths are better appreciated later. 

Second Stage.— Here belong the more complicated 
and more romantic fairy tales, such as The White Cat, 
Beauty and the Beast, Puss in Boots, Prince Darling and 
Princess Goldilocks, Snow White and Rose Red. The 
Arabian Nights, of which Carlyle said, “ It has given me 
more pleasure in my life time than any other book,” 
Grimm, Andersen, Andrew Lang’s color fairy books, are 
enjoyed. Now is the time when the myths'make their 
strongest appeal. Many of us can recall with what zest, 
between the ages of nine and twelve, we first read and 
then acted out the mythological stories.^"* 

Children should certainly be familiar with Hawthorne’s 
Wonder Book and Tanglewood Tales. The stories as 
told by Eustace Bright to Primrose, Periwinkle, Sweet 
Fern, Dandelion and the rest, seize upon the elements 

12 Good versions for this purpose are to be found in Coe, First book 
of stories for the story-teller. 

13 Charles Eliot Norton. Life and letters. 1913, v. i, p. 437. 

14 See Una Hunt’s Una Mary, memories of the mind of a child. 
Chapter 2, Minerva and the unknown power. Scribner’s Magazine, v. 56, 
p. 315-20, September, 1914. 


FAIRY TALES 


289 


which appeal to a child’s imagination and best give him 
his first knowledge of Greek mythology. One can hardly 
be too young or too old for the Wonder Book. Nothing 
has ever been written for children more filled with ideal¬ 
ism and poetry than the story of Pegasus and Beller- 
ophon. Some of Hawthorne’s most exquisite descrip¬ 
tions are found in the little introductions and conclusions 
to each story, which bring the gold of Indian Summer, 
the soft grays and whites of a winter landscape and the 
spring greenness before the eyes, and give children an 
unconscious liking for style. After Hawthorne, Kings¬ 
ley’s Greek Heroes should be read; and Bulfinch’s Age 
of Fable, a book which has delighted many children, 
must by no means be forgotten. “Written for the 
reader of English literature . . . who wishes to compre¬ 
hend the allusions so frequently made by public speak¬ 
ers, lecturers, essayists, and poets, and those which occur 
in polite conversation.” And for entertainment as 
well. If children were familiar with it, there would be 
fewer complaints of the ignorance displayed^ by college 
students of even the simplest allusions. The child who 
knows his Hawthorne and his Bulfinch thoroughly is 
well equipped for his later reading. There are some re¬ 
cent versions of the Greek myths for children which are 
worth knowing. Peabody’s Folk Stories is an excellent, 
simple version for little children. In Hutchinson’s 
Orpheus and His Lute, the legend of Orpheus and 
Eurydice is used as- the thread of a story with -which 
other myths are interwoven, with so much poetry in 
thought and expression that older readers, as well as 
children, enjoy the book. Children of twelve and over, 
should be given Buckley’s Children of the Dawn. This 


l". Preface. 


290 THE USE OF BOOKS AND LIBRARIES 

includes the stories of Eros and Psyche, Alcestis, Ata- 
lanta, Hero and Leander, Paris and Oenone, and others. 
These stories are charmingly told, with unusual literary 
merit and a closer following of the originals than is 
usual. For Norse mythology we have Abbie Farwell 
Brown’s In the Days of the Giants, and for older chil¬ 
dren, Mabie’s Norse Stories Retold from the Eddas. 
The heroic legend is especially appropriate for the child 
on the border line of the fairy tale age, when elves and 
witches are beginning to lose their magic and he is look¬ 
ing about him for new heroes and fresh worlds to con¬ 
quer. The legends which grew up around the chivalrous 
Outlaw of Sherwood are delightfully told by Howard 
Pyle in his Merry Adventures of Robin Hood. Sidney 
Lanier’s Knightly Legends of Wales; or, The Boy’s 
Mabinogion, and other King Arthur Stories, Lang’s Tales 
of Troy and Greece, Marshall’s William Tell, Baldwin’s 
Roland, and his Siegfried, should be in every school 
library. 

The Modern Fairy or Wonder Story.— With the 
modern wonder stories we must class the fairy tales of 
Hans Christian Andersen, though so true is he to the 
spirit of the old tales that one is tempted to include him 
in the folk-lore group. Most children prefer Grimm to 
Andersen, many of whose stories are in truth too mature 
in thought for childish comprehension, but the fortunate 
child who turns over the pages of the thick volume until 
he finds and loves The Nightingale, The Emperor’s New 
Clothes, Thumbelina, Five Out of One Shell, The Ugly 
Duckling, The Little Sea Maid, The Wild Swans, and 
best of all the Snow Queen, carries with him into adult 
years a touchstone to aid him in the choice of real 
literature. 


FAIRY TALES 


291 


Other literary fairy tales which the child should know 
besides those already mentioned are Mrs. Craik’s The 
Brownie, and The Little Lame Prince. The latter, in 
particular, is a beautiful, idealistic story, and the ethical 
teaching of both is excellent. George Macdonald’s fairy 
tales have a fine spiritual quality and a touch of mystery 
in the telling and atmosphere which charms children. 
All children should have read or told to them Ruskin’s 
King of the Golden River and should be given the book to 
read it again for themselves. It seems to be the fashion 
nowadays to call Kingsley’s Water Babies (as it is the 
fashion to call a great many other things) too difficult 
for children. Yet no child ought to miss its fine moral 
teaching and literary flavour. The best way to induce 
the average child to read it would doubtless be to read 
it aloud.De La Motte Fouque’s Undine and Sintram, 
with their mystery and romance, their forests and ancient 
castles, have fascinated many children. For older girls 
they are a good introduction to romance and love stories, 
while younger children enjoy them as pure fairy tales. 
These stories have rightly taken their place among the 
children’s classics; we must, however, be wary of the 
modern fairy story as it is turned out to-day. It seems 
to appeal to many mediocre writers, who should not be 
writing for children at all, as an easy kind of book to 
write and sell. Their tales are poorly written, lacking 
in imagination, occasionally tinged with vulgarity. The 
best way to test a modern fairy story is to read at the 
same time one of the real masterpieces of fairy litera¬ 
ture, new or old. The clumsy, tawdry or prosaic quali¬ 
ties of the poor tale will stand out unmistakably. 

16 If a simplified version must be used there is a good abridgement by 
Amy Steedman in the Told to the children series. Dutton. 


292 THE USE OE BOOKS AND LIBRARIES 


Recommended Fairy Tales and Collections.— There 
are many excellent lists of fairy tales, myths, fables and 
legends,^' so it is unnecessary to do more than suggest 
good editions of the tales and collections of tales men¬ 
tioned in this chapter. Versions for children of the 
Arthurian Legends are treated in the chapter on Classics 
for Children. 

The Teacher’s Familiarity With Folk-lore.— Since 
fairy tales are a child’s introduction to literature, and 
since in many cases it is the 'school and not the home 
which gives this introduction, much depends on the teach¬ 
er’s familiarity with myth, folk tale and legend, and also 
on his or her own appreciation of the beauty, humour, 
and ethical value to be found in the old stories. Teach¬ 
ers should familiarize themselves with the tales cited in 
this chapter and with many more. They should compare 
the folk-lore of different peoples; they should know where 
to turn for the best and most usable versions ; above all 
they should test the stories by reading and telling them to 
children. - 

Suggested Reading 

Chubl), Percival. Value and place of fairy stories in the educa¬ 
tion of children. N. E. A. Proceedings. 1505, p. 1871-79. 
Dodd, C. F. Fairy tales in the schoolroom. Living Age, v. 235, 
P- 369-75. November 8, 1902. 

Hartland, E. S. Introduction to his English fairy and ether 
folk tales. 

Hartland, E. S. Science of fairy tales. 

Lowe, Orton. Classic myths in literature, in his Literature for 
children. 1914. Part 3, chapter 2. 

17 See Olcott, F. J. Books of fables, myths, and fairy tales in her 
Children’s reading. 1912, p. 86-98; Modern American library economy, 
Newark, N, J. Free Public Library. Part 5, Section 5, Course of study 
for normal school pupils on literature for children. “ Good editions of 
some fables, fairy tales, myths and legends”; also the recommended lists 
in chap. 21 . 


FAIRY TALES 


293 


Lowe, Orton. Fairy tales, household tales and other fanciful 
tales, in his Literature for children. 1914. Part 3, chap¬ 
ter I. 

Olcott, F. J. Fables, mj^hs and fairy tales, in her Children’s 
reading. 1912. Chapter 7. 

• The story teller will find valuable material in the follow¬ 
ing : 

Bryant, S. C. How to tell stories to children. 

Bryant, S. C. Stories to tell to children. 

Coe, F. F. First book of stories for the story teller. 

Lyman. Edna. Story-telling : what to tell and how to tell it. 
Olcott, F. J. Story telling as a means of teaching literature. 

New York Libraries, v. 4, p. 38-43. Feb. 1914. 

Olcott. F. J. Teachers library for story telling from literature. 
Ibid., p. 43-45. 

Shedlock, M. L. The art of the story-teller. 

BIBLIOGRAPHIES OF FAIRY TALES' 

Haight, Rachel Webb, comp. Fairy tales, an index. Published 
by the Boston Book Co. in the Bulletin of Bil)liography, 1912. 
Boston Public Library. Finding list of fairy tales and folk 
stories. 

St. Louis Public Library. Lists of stories and programs for story 
hours. Indicates where the best versions are to be found. 
Salisbury, G. E. and Beckwith, IM. E. Index to short stories. 

Not exclusively fairy tales, but includes many. Stories are 
entered under subject. 

FABLES, FAIRY TALES. MYTHS AND LEGENDS: 

A FEW GOOD EDITIONS 

Tisop 

Fables ed. by Joseph Jacobs. Alacmillan. $1.50. 

Fables, a new translation by V. S. V. Jones, with an intro¬ 
duction by G. K. Chesterton and illustrations by Arthur 
Rackman. Donbleday. $2. 

The baby’s own Tvsop by Walter Crane. Warne. $1.50. 
Arabian Nights 

Arabian nights entertainments; ed. by Andrew Lang. Long¬ 
mans. $1.00. 


294 the use of books AND LIBRARIES 


Fairy tales from the Arabian nights; ed. by E. Dixon. Put¬ 
nam. $1.25. 

Arabian nights entertainments, based on a translation from 
the Arabic by E. W. Lane; selected, ed. and arranged by 
F. J. Olcott. Holt. $1.50. 

Arabian nights; ed. by K. D. Wiggin and N. A. Smith. 
Scribner. $2.50. 

Inexpensive editions are published by Ginn (.45) and Hough¬ 
ton (.40). 

Baldwin, James. Story of Roland ; Story of Siegfried; Story of 
the Golden Age. Scribner. $1.50 each. 

Brown, A. F. Book of saints and friendly beasts. Houghton. 
$1.25. School edition, .50. 

Brown, A. F. In the days of the giants; Norse tales. Hough¬ 
ton. $T.20. School edition, .60. 

Bulfinch, Thomas. Age of fable. McKay. $1.25. 

Grimm, J. L. and W. K. Plousehold stories; tr. by Lucy Crane 
and illus. by Walter Crane. Macmillan. $1.50. 

Grimm, J. L. and W. K. Fairy tales of the Brothers Grimm, 
illus. by Arthur Rackham. Lippincott. $1.50. 

Grimm, J. L. and W. K. Popular stories; tr. by Edgar Taylor 
with an introduction by John Ruskin and illustrations by 
Cruikshank. Chatto and Windus. 6 sh. 

Grimm, J. L. and W. K. German household tales. Houghton. 
.40. 

Harris, J. C. Uncle Remus, his songs and his sayings. Apple- 
ton. $2.25. 

Harris, J. C. Nights with Uncle Remus. Houghton. $1.50. 
Hawthorne, Nathaniel. Tanglewood tales, il. by G. W. Edwards. 

Houghton. $2.50. Also pub. in Riverside lit. ser. at .40. 
Hawthorne, Nathaniel. Wonder book, il. by Walter Crane. 

Houghton. $3.00. Also published in Riverside lit. ser. at .40. 
Jacobs, Joseph, ed. Celtic fairy tales; English fairy tales; 
Indian fairy tales. Putnam, $1.25 each. These are also 
published by Burt at $t.oo each. 

Kingsley,'Charles. The heroes; or, Greek fairy tales. Macmil¬ 
lan. $1.00. Also published by Dutton in the Everyman’s 
series at .60. 

Lagerlof, Selma. Wonderful adventures of Nils. Doubleday. 
$1.50. 


FAIRY TALES 


295 


Delightful story of a little boy who is carried away by a 
flock of wild geese. Introduces much Swedish folk-lore. 

Lang, Andrew, ed. Blue fairy book. Longmans. $1.00. 

The Blue, Yellow, Violet, Red, Green and Brown are the 
^ best of this series which is made up of folk tales taken from 
many different nations. Literary fairy tales are also included. 

Lang, Andrew. Tales of Troy and Greece. Longmans. $1.00. 

Lanier, Sidney, ed. Knightly legends of Wales; or. The Boy’s 
Mabinogion. Scribner. $2.00. 

Longfellow, H. W. Song of Hiawatha: illus. by Remington. 
Houghton. $2.50. Indian legends in a form which appeals 
to many children. 

Marshall, H. E* Stories of ^William Tell and his friends. Dut¬ 
ton. .50. 

.Peabody, J. P. Old Greek folk stories. Houghton. .28. 

Perrault, Charles. Tales of Mother Goose, tr. by Charles Welsh. 
Heath. .24. 

Pyle, Howard. Pepper and salt. Harper. $1.50. The Wonder 
clock. Harper. $2.00. Partly based on folk-lore, partly the 
author’s own invention. Delightful illustrations by the au¬ 
thor. 

Pyle, Howard. Merry adventures of Robin Hood. Scribner. 
$3.00. Abridged school edition. Scribner. .50. 

Rhys, Ernest, ed. Fairy gold. Dutton. .60. 

Scudder, H. E. Book of folk stories. Houghton. .60. Book of 
legends, told over again. Houghton. .50. . 

Zitkala-Sa. Old Indian legends retold. Ginn. .50. 


MODERN WONDER AND FAIRY TALES 

Andersen, H. C. Fairy tales, tr. by Mrs. E. Lucas, il. by Thomas, 
Charles and William Robinson. Dutton. $2.50. The same 
in Everyman’s library. Dutton. .60. This has some of the 
illustrations in reduced size and in black and white. 

Aulnoy, Comtesse d’. Fairy tales. IMcKay. $1.25. 

Brown, Frances. Granny’s wonderful chair. Dutton. .60. 

Carroll, Lewis. Alice in Wonderland and Through the Looking 
Glass. Macmillan. $1.25. 

Craik, Mrs. D. M. Adventures of a brownie. Harper. .60. 


296 THE USE OF BOOKS AND LIBRARJES 


Craik, Mrs. D. M. Little lame prince. Rand, McNally. $1.25. 

Beautifully illus. in colour by Hope Dunlap. 

Kingsley, Charles. Water-babies. Macmillan. $1.00. 

Kipling, Rudyard. Jungle book. Second jungle book. Century. 
$1.50 each. 

Kipling, Rudyard. Just so stories. Doubleday. $1.50. 

La Motte-Fouque, F. H. K. de. Undine and Sintram. Stokes. 

$ 175 - 

Macdonald, George. At the back of the North Wind. Lippin- 
cott. $1.35. The Princess and the Goblin, and its sequel, 
The Princess and Curdie. Lippincott. $1.35 each. The 
Light Princess and other tales. Putnam. $1.25. 

Phillpotts, Eden. Flint heart. N. Y. Dutton. $1.50. 

Ruskin, John. King of the Golden River. Heath. ,24. 
Stockton, F. R. Bee-man of Orn and other fanciful tales. 
Scribner. $1.25. Clocks of Rondaine and other stories. 
Scrihner. $1.50. A school edition with title Fanciful Tales, 
Scribner, .50, contains Bee-man of Orn, Old Pipes and the 
Dryad, and Clocks of Rondaine. 

Thackeray, W. M. The Rose and the Ring. Macmillan. .50. 

Exercise. 

These questions are meant to be suggestive rather than 
final. The instructor uull probably prefer to make up 
her own set of questions based on the books available 
for the class work, and the special character of the class. 

I. Read the story of The Little Mill, in Bryant’s How 
to Tell Stories to Children. (The same story may be 
found in Lang’s Blue Fairy Book, in Tappan’s Folk- 
Stories and Fables, with the title “ Why the Sea is Salt,” 
and in Abjornsen’s Fairy Tales from the Far North, 
with the title “ Quern at the Bottom of the Sea.”) If 
possible, read or tell it to a child. Read also The Arab 
and His Camel in Scudder’s Fables and Folk , Stories 
(also in Baldwin’s Fairy Stories and Fables) ; also The 
Greedy Shepherd in Browne’s Wonderful Chair, or 


FAIRY TALES 


297 


Which is Best? in Pyle’s Wonder Clock. Which seems 
to you to best present to children the folly of greed over¬ 
reaching itself ? Why? 

2. Of the three stories, Puss in Boots, Jack and the 
Bean Stalk, and Little Red Riding Hood, which would 
you select to tell to a child of five? Give the reasons for 
your choice. 

3. Examine Jacobs’ English Fairy Tales and Lang’s 
Blue Fairy Book. What seems to you the chief dififer- 
ence between the two collections? 

4. Name three fables which you would recommend to 
tell to children in the first grade. Give reasons for your 
choice. 

5. Read The Tiger, the Brahmin and the Jackal in 
Jacobs’ Indian Fairy Tales (or in Bryant’s ' Stories to 
Tell; or in Wiggin’s and Smith’s The Fairy Ring). If 
possible read or tell it to a child. Read also Big Claus 
and Little Claus in Andersen’s Fairy Tales (given also 
in Lang’s Yellow Fairy Book and Scudder’s Children’s 
Book). Which do you think the better story for use 
with children, and why? 

6. Read The Princess on the Glass Hill in Lang’s Blue 
Fairy Book (also in Wiggin’s and Smith’s Fairy Ring), 
or. East o’ the Sun and West o’ the Moon in Lang or 
Wiggin and Smith. Compare it with Andersen’s Swine¬ 
herd. Which would be preferred by most children under 
ten, and why? 

7. Select one story to illustrate each of the following 
qualities: Courtesy, Generosity, Perseverance, Temper¬ 
ance. 

8. Read Rumpelstiltskin in Grimm, in Lang, in Nor¬ 
ton’s Heart of Oak Books, v. 3, in Scudder, in Wiggin 
and Smith, and in any other place you can find it. 


298 THE USE OF BOOKS AND LIBRARIES 


Which version do you think the best? Why? Compare 
this story with Tom-Tit-Tot in Jacobs’ English Fairy 
Tales, or in Hartland’s English Folk and Fairy Tales, or 
in Tileston’s Children’s Treasure Trove of Pearls. 
Which story do you think children would prefer? Why? 
Try the experiment of reading or telling both stories to a 
class or group of children. 

9. Name several legends which you think would appeal 
especially to boys of twelve. Give reasons for your 
choice. 

10. Read one story from Hawthorne’s Wonder Book, 
and one from Kingsley’s Greek Heroes. Which author 
seems to you to most successfully present the myth to 
children ? Have you ever known a child who very much 
preferred one of these two books to the other? Read 
selections from each book to a child or a class of children 
and note which book seems the more popular. 

11. Mention two legends and two modern fairy tales' 
which you think especially suitable for girls of twelve 
or thirteen. Give reasons for your selection. 

12. Is there any folk-tale, or legend, which from your 
own experience you think should not be given to chil¬ 
dren? If so, why? 


Chapter XVIII 

POETRY 

When the world was a quieter, less bustling place, 
before ears were deafened by the creaking of machinery 
and green places were blackened by the smoke of fac¬ 
tories, people had more time for poetry. In olden days 
the minstrel was a welcome visitor, whether he stopped 
on the village green or sought admission at the castle 
gate. For years there was such a demand for songs 
and for stories in verse that ballads were peddled all 
over England by the chapman. Perhaps at no time in 
the world’s history has there seemed as little natural 
taste for poetry as to-day. Where we find one child who 
delights in the Blue Poetry Book, we find dozens who re¬ 
gard poetry only as a school task. 

Why Children Do Not Care for Poetry.— i. Indif¬ 
ference to poetry on the part of adults. The children’s 
feeling is due largely to the attitude toward poetry as¬ 
sumed by the adults with whom they are associated. For 
the one adult who is familiar with the poets of the past 
and interested in the poetry of the present, there are a 
hundred who are utterly indifferent. When youngsters 
of five or six announce that they “ do not like poetry,” 
they are only reflecting something in the atmosphere 
around them. While there may be some few people 
whose bent, natural or acquired, makes poetry for them 
a sealed book, for the majority of us it.should be a nat- 

299 


300 THE USE OF BOOKS AND LIBRARIES 

ural form of enjoyment, inspiration and relaxation. No 
amount of conscientious effort on our part to cultivate in 
children a love of poetry will be of any avail unless we 
love it ourselves. * 

2. Unwise Selection. Many of the poems selected by 
adults for children to read and memorize, belong to chil¬ 
dren only in name; for example, Whittier’s Barefoot 
Boy, which expresses the feelings of middle-age looking 
back on boyhood. Many of Eugene Field’s poems are 
reminiscent of childhood, rather than childlike in tone. 
How most children feel about this type of poem is illus¬ 
trated by the little girl to whom an older friend suggested 
Mrs. Browning’s “ Child’s Thought of God,” as a poem 
to be learned by heart. After a conscientious effort to 
become interested, she quietly laid it aside, selecting for 
herself and memorizing with great enjoyment Mary 
Howitt’s “ Fairies of the Caldon Low.” 

3. Method of study. If a child’s first and perhaps 
only association with a poem is a careful word by word 
analysis, it is morally certain that he is not going to love 
that poem and very probable that he will never love any 
other. Those of us who cried with the Knight of Snow¬ 
den, 

“ Come one, come all, this rock shall fly 
From its firm base as soon as 1,’’ 

shared the exile of the noble Douglas and the lovely 
Ellen, thrilled at the gathering of Clan Alpine, and lived 
for days in a world of Romance with the Lady of the 
Lake, are inclined to feel indignant on finding children 
confronted with questions which bring them rudely to 
earth. Unless children are first allowed to feel the ro¬ 
mantic spirit of the poem they will gain little from a dis- 


POETRY 


301 


cussion of Scott’s use of color words, or the effect of 
proper names in his verse. • 

Value of Poetry.— If we are inclined to feel that it is 
of little consequence whether or not children are en¬ 
couraged to become poetry lovers, let us think what it 
means to go through life without an appreciation of 
poetry. As Bliss Perry says, “ Your true enthusiast [for 
poetry] is caught young.” And so a love of poetry should 
be cultivated in boys and girls, not only because the music 
and swing of its verse, its stirring spirit, its beauty and 
magic and mystery belong to childhood, but also because 
he who makes a poetry lover of a child sends out into 
the world a man quicker to see and feel the beauty around 
him and stronger because of this keener perception. 
“ Poetry lifts the veil from the hidden beauty of the 
world,” said Shelley. “ The great instrument of moral 
good is the imagination, and I:)oetry ministers to the effect 
by acting on the cause.” And he adds, ” What were 
virtue, patriotism, friendship — what were the scenery of 
this beautiful universe which we inhabit, what were our 
consolation on this side of the grave and what were our 
aspirations beyond it, if poetry did not ascend to bring 
light and fire from those eternal regions where the owl¬ 
winged faculty of calculation dare not ever soar?”^ 
Qualities in Poetry Which Children Like.— i. 
Rhyme and rhythm are the qualities which tr.ake the 
earliest appeal to children,— witness the fondness of very 
little children for repeating aloud the Mother Goose 
rhymes. Nowhere do we find more perfect rhythm than 
in these old nursery jingles, and this combined, as Mr. 
Charles Welsh says, “ with the appeal to the imagination 
evoking the sense of wonder all along the plane of the 


1 Essay on poetry. 


302 THE USE OF BOOKS AND LIBRARIES 


baby mind, account for the abiding place which these 
rhymes and jingles have in the literature of the nurs¬ 
ery.” ^ It is the matchless music of the rhyme and 
rhythm in the Child’s Garden of Verses, rather than the 
marvellous expression of the life of a child, which fasci¬ 
nates little children. This love for rhythm lasts long 
after baby days, and explains the popularity of Kipling 
with the older boys and girls. 

2. Objective quality. Children prefer action to reflec¬ 
tion and poems of the epic and ballad type, or in other 
words, poems which tell a story, to poems which are 
purely subjective. Occasionally, a definitely reminiscent 
poem, such as Hood’s, 

“ T remember, I remember 
The house where I was born.” 

is a favorite, but on investigation, it proves to be, not 
the half-sad, musing note that attracts, but the swinging 
metre, the “ roses red and white,” the laburnum planted 
on the brother’s birthday (the somewhat unfamiliar word 
laburnum adding a charm). It is by no means necessary 
that every line in a poem be clearly understood. Many 
children have been carried into Fairyland by the sound 
of the words and the wonderful color in Keats’s “ Eve of 
, St. Agnes,” or Coleridge’s “ Kubla Khan,” and “ Christa- 
bel,” without understanding a half of what the poem is 
about. It is a grave mistake to provide children with 
only such poetry as they can easily understand. A great 
poem half comprehended is of more value to a child than 
many simple poems perfectly within his grasp. 

In Scudder’s Children’s Book, there is an excellent 
selection of story poems or rhymes, which are prirne 

2 Preface to Nursery rhymes. Heath. 


POETRY 


303 


favorites with children. Among them are: “ The Spider 
and the Fly,” “ Meddlesome Matty,” “ The Chatterbox,” 
and others by Jane Taylor; “A Visit from St. Nich¬ 
olas,” “ John Gilpin,” “ The Pied Piper,” “ Llewellyn and 
His Dog,” “ Paul Revere,” “ Lochinvar,” “ The Skeleton 
in Armor,” and others. To these may be added “ The 
Jackdaw of Rheims,” “The Romance of the Swan’s 
Nest” (Mrs. Browning), and “The Lady of Shalott.” ^ 

3. Lyrical quality. While it is natural that after the 
nursery rhyme stage is past, children should look for a 
story, many are so responsive to the music in verse, that 
pure lyrics, such as “ Full fathom five thy father lies,” 
and Tennyson’s “ Blow, bugles, blow,” are loved and 
learned by children for sheer delight in their singing 
cadences. 

4. The moral. Children do not object to, but rather 
enjoy a moral, hence the popularity, for many genera¬ 
tions, of Hofifman’s “ Struwelpeter,” and the rhymes of 
the Taylor sisters. For the same reason they like 
“Goody Blake and Harry Gill,” by Wordsworth. 

5. Adventure and heroism. As children grow older 
the stirring qualities in poetry — heroism, patriotism, 
martial pomp, honor and daring, make an increasing ap¬ 
peal. Such poems as “ How They Brought the Good 
News from Ghent to Aix”; “Incident of the French 
Camp,” “ Horatius,” “ Old Ironsides,” “ The Burial of 
.Sir John Moore,” “ Charge of the Light Brigade,” 
“ Pibroch of Donald Dhu,” “ Sir Galahad,” “ The De¬ 
struction of Sennacherib,” and many others of like char¬ 
acter should be a part of the experience of every child. 
The ballad “ knows no deserts but thinks of the v;orld 

3 See also “ Story poems ” in Wiggin and Smith. Golden numbers, and 
in other collections cited at the end of this chapter. 


304 THE USE OF BOOKS AND LIBRARIES 


as all-green and fresh and alive with poetry, with heaven 
above and all the hairs counted on every head,” ^ and so 
seems to belong particularly to the realm of childhood. 
“ Robin Hood and Alan-a-Dale,” ” Robin Hood and the 
Bishop,” ” Sir Patrick Spens,” “ The Hunting of the 
Cheviot,” “ The Pleir of Lynne,” “ Kinrnont Willie,” and 
Scott’s “Lovely Rosabelle,” “Young Lochinvar,” and 
“The Eve of St. John,” are favorites. Nor should the 
modern ballads, such as “ Lord Ullin’s Daughter,” “ The 
Wreck of the Hesperus,” “ Lucknow,” “ The Sons of 
the Birkenhead,” “ The Red Thread of Honour,” be for¬ 
gotten. Scudder’s Children’s Book contains a selection 
of ballads, and Lang includes many in the Blue Poetry 
Book. The Boy’s Percy, by Lanier, and the Ballad Book, 
compiled by Katherine Lee Bates, are excellent collec¬ 
tions. The Robin Hood Ballads have been published 
with delightful colored illustrations by Mrs. Lucy Fitch 
Perkins in the Dandelion Classics series. 

6. Romance and sentiment. With girls there usually 
comes a time when sentiment holds sway and they pass 
through a period of Adelaide Procter, Jean Ingelow, 
Owen Meredith, Moore’s Lalla Rookh. Many of Mrs. 
Browning’s and Tennyson’s poems are popular, and 
Longfellow’s “ Golden Legend ” is enjoyed. 

Sir Walter Scott.— Scott’s poetry gives us both ro¬ 
mance and adventure in its finest form and the value of 
his poems for both boys and girls can hardly be overesti¬ 
mated. Stopford lUooke says, “ I am sorry for the chil¬ 
dren who are not brought up on the poetry of Scott. It 
is an excellent foundation for the appreciation and love 
of all other poetry; it lays up in the minds of those who 
care for it elements of enchanting pleasure in after life. 

4 Wilhelm Grimm, quoted by Gunmere in Preface to Old English ballads. 


POETRY 


305 


“ My father waked us every morning with snatches 
from the ‘ Lay/ from ‘ Marmion/ and from the ‘ Lady of 
the Lake/ and the day was haunted with their charm. 
We learnt for ourselves more than half the poems. 
Wherever we played or walked on the hills, or by the 
sea. Scott taught us to build up tales of war and love 
around the names and scenery of the places, and to fill 
them with romantic adventures. The first expedition I 
made after I was twenty-one was made with my brother 
to Loch Katrine and the Trosachs, to Glenfinlas and Stir- 
^ ling, and it was one long ravishment; nor did I enjoy 
Wordsworth, who was then my companion, the less, but 
the more, because I was living every step of the way with 
Scott. Many years after, when years of I.ondon life 
had, I thought, lessened the romantic wonder, I went 
north and found myself in the early morning looking 
from a height over a castle famed in P)Order Minstrelsy, 
and beyond it lay the Solway and its hills, Lanercost, 
Askerten, Bewcastle, Liddesdale, Teviot, and Eskdale, 
and on the right the ridges of the Roman Wall, the val¬ 
leys, the rolling rig and flow of the Border mosses and 
Border hills. There was scarcely a single name of river, 
mountain, or sea-estuary, castle or farmhouse, which was 
not known to me from the poetry of Scott. I leaned over 
the gate and looked long over the poetic land, and it 
seemed as if all the dew of youth fell upon me again, as 
if I were again in the ancient world of adventure, ro¬ 
mance, love and war, which we have replaced by science 
and philosophy, trade and misery, luxury and poverty. 
But it was to Scott I owed the pre-eminent pleasure 
of that hour, an hour the impression of which I kept like 
a precious jewel, and which I have never lost. 

“ This is the power of Scott, and this a result of his 


3 o6 the use of books AND LIBRARIES 


work. Every boy and girl who reads him with love feels 
the same, every man and woman who has read him with 
love has a similar experience. It is a great power and a 
great result, far more important than those imagine who, 
limiting themselves to the poetry of thought alone, are 
apart from the romance of the past, and from the fresh¬ 
ening spirit it brings to an over-curious, over-wearied, 
over-peopled life. To be the voice and the inspirer of the 
young and of their romance; to have their praise, which 
is contained in their pleasure, from age to age; to be the 
kindler of their first joy in nature, in ancient, historic 
places, in the story-telling of wild love and sorrow; to 
establish that pleasure so that in after years they carry 
with them the power to make all lands romantic; to 
nourish into strength and passion the romantic heart — 
this is Scott’s enduring fame as a poet. It is a just fame, 
worth a man’s life, and it is the final criticism of his place 
as a poet for humanity.” 

Reading Aloud. — In no way is a taste for poetry more 
successfully cultivated in children than by the reading 
aloud of fine poems by someone who loves them and can 
read them well. 


Suggested Reading. 

Arnold, Matthew. Study of poetry. (In Essays in Criticism, 2d 
series.) 

Brooke, Stopford. Sir Walter Scott. (In Studies in Poetry.) 

Emerson, R. W. Poetry and Imagination. (In Letters and So¬ 
cial Aims.) 

Lang. Andrew, ed. Introduction to Blue Poetry Book. 

Lanier, Sidney. Introduction to The Boy’s Percy. 

Lowe, Orton. The Learning of Lyric Poetry. (In Children’s 
literature, chapter 13.) 




POETRY 


307 

McQintock, P. L. Poetry. (In Literature in the elementary 
school, chapter 12.) 

Olcott, F. J. Poetry and Rhymes. (In Children’s reading, chap¬ 
ter 9.) 

Repplier, Agnes. The Children’s Poets. (In Essays in Idle¬ 
ness.) 

Wiggin, K. D. and Smith, N, A. Golden Numbers. Introduc¬ 
tion. 


Exercise. 

1. Mention a poem which was a favorite of yours when 
a child or which is a favorite of some child you know. 
What is there in this poem which appeals to children? 

2. What poet (not a writer for children) seems to you 
especially suitable for children? Why? 

3. Alake a selection of six poems to read aloud to chil¬ 
dren in the sixth grade. Give reasons for your choice. 

4. W'hat long poems of Tennyson do you consider as 
especially interesting and appropriate for boys and girls 
from 12 to 14? Is there any long poem which you would 
consider particularly unsuitable? 

5. What qualities seem to you most necessary in a 
poem in order that it should appeal to children. Name a 
poem which you think has these qualities. 

6. Mention a poem which you think gains greatly by 
being read aloud. Do you know of any instance where 
a child was led to like a poem by hearing it read aloud? 

7. Mention a poem of the reflective type which you 
have found liked by some child. 

8. If you were reading Lowell’s Vision of Sir Launfal 
to children in the fifth grade, would you begin with the 
first line of the poem? If not where would you begin? 

9. Compare The Wind in Stevenson’s Child’s Garden 


3 o8 the use of books AND LIBRARIES 


of Verses with The Night Wind in Eugene Field’s Poems 
of Childhood. Which do you think a child would prefer 
and why? 

lo. Alention three lyrical poems which you think chil¬ 
dren would enjoy learning. 

COLLECTIONS FOR THE YOUNGEST 
READERS 

Edgar, M. G. Treasury of verse for little children. Crowell. 
$2.50. Cheaper ed. at 50 cents. 

94 poems excellently chosen and attractively presented. 
Illustrated. 

Forbes, E. E. comp. Favorites of a nursery of 70 years ago. 
Houghton. $2. 

HcMurray, Mrs. L. B. and Cook, A. S. Songs of the tree-top 
and meadow. Public School Publishing Co. .40. 

Chiefly out-of-door poems. 

Roadknight, Mrs. Old-fashioned rhymes and poems. Longmans. 

.50. 

Pleasing collection of simple poems, including old-time 
favorites. 

Tileston, Mrs. M. M. Sugar and spice and all that’s nice. Lit¬ 
tle. $1. 

Simple, well-known poems. Contains also the stories of 
The Three Bears, Henny-Penny, and the Old Woman and 
her Pig. Illustrated. 

Wiggin, K. D. and Smith, N. A. Pinafore palace. McClure. 
$1.50. 

For Mother Goose rhymes see p. 369. 

FOR CHILDREN FROM 9 TO 12 

Burt, M. E. ed. Poems that every child should know. Double¬ 
day. $1. 

Good collection ; unattractive title and make-up. 

Lucas. F. V. comp. Book of verses for children. Holt. $2.00. 
(Library ed. $1.) 


POETRY 


309 


Lucas, E. V. comp. Another book of verses for children. Mac¬ 
millan. $1.50. 

Charming collections covering a wide range. Illustrated. 

Stevenson, R. E. comp. The home book of verse for young 
folks. Holt. $2. 

Thatcher, Mrs. L. W. comp. Listening child. Macmillan. $1.25. 

Planned especially for reading aloud. 

Tileston, Mrs. M. W. comp. Child’s harvest of verse. Little. 
$' -dS" 

Divided into two sections, the first for children from 6-10, 
the second, for children from 10-13. Contains 200 poems, 
some of them not found elsewhere. Illustrated. 

Whittier. J. G. Child life; poems. Houghton. $1.50. 

Old standard collection by no means superseded. Illus¬ 
trated. 

Wiggin, K. D. and Smith, N. A. The posy ring, a book of 
verse for children. McClure. $1.25. 

Excellent. 


FOR CHILDREN FROM 12-15 

Eggleston, G. C. ed. American war ballads and lyrics. Putnam. 
$1.50. 

Henley, W. E. ed. Lyra heroica, a book of verse for boys. 
Scribner. $1.25. 

Lang, Andrew, ed. Blue poetry book. Longmans. $1. 

One of the best poetry collections for children. Illus¬ 
trated. 

Palgrave, F. T. ed. Children’s treasury of lyrical poetry. Mac¬ 
millan. $1. 

Patmore, Coventry, ed. Children’s garland from the best poets. 
Macmillan. $1.00. 

Repplier, Agnes, ed. Book of famous verse. Houghton. .75. 
Scollard, Clinton, ed. Ballads of American bravery. With notes. 
Silver. .50. 

Wiggin, K. D. and Smith, N. A. Golden numbers, a book of 
verse for youth with introduction and interleaves on the 
reading of poetry, by K. D. Wiggin. Doubleday. $2.00. 
The best all around collection for children. Selection has 


310 THE USE OE BOOKS AND LIBRARIES 


been made with a high literary standard and sympathetic un¬ 
derstanding of the tastes of the growing boy and girl. 

GRADED LISTS 

Bellamy, Mrs. Blanche and Goodwin, Mrs. Maud. Open sesame; 
poetry and prose for school days. 3 vols. Ginn. .75 each. 

Hazard, Bertha. Three years with the poets. (Grades 1-3.) 
Houghton. .50. 

Olcott, F. J. Story-telling poems; selected and arranged for 
story-telling and reading aloud and for the children’s own 
reading. Houghton. $1.25. 

Shute, K. H. Land of song. 3 vols. Silver, v. i, .36; v. 2 .48; 
V. 3, - 54 - 

Chisholm, Louey. Golden stair case; poems for children. Put¬ 
nam. $2.50. (Cheaper editions at $1.75 and $1.) 

“The Golden Staircase has two hundred steps. Tf a child 
begins to climb when he is four years old, and climbs twenty 
steps each year, on his fourteenth birthday he will reach the 
top. Behind him will descend the staircase from which he 
has caught glimpses of the merriment and beauty and hero¬ 
ism beyond; before him will stretch those Elysian fields 
through which his feet have been prepared to roam.” 
Preface. 

BALLADS 

Allingham, William, comp. The ballad book. IMacmillan. $1. 

Bates, K. L. ed. Ballad book. Sil)ley. .50. 

Lanier, Sidney. Boy’s Percy. Scribner. $2. 

Selections from Bishop Percy’s Reliques of Ancient Eng¬ 
lish Poetry. 

Perkins, Mrs. L, F. ed. Robin Hood. Stokes. $1.50. 

Ten Robin Hood ballads. 

OTHER BOOKS OF POETRY TO WHICH CHILDREN 
SHOULD HAVE ACCESS 

Aytoun, W. E. Lays of the Scottish cavaliers. Scribner. $1.50. 

Hryant, W. C. Thanatopsis and other poems. Houghton. .28. 

Dana, C. A. comp. Household book of poetry. Appleton. $5. 


POETRY 


311 

Holmes, O. W. Grandmother’s story of Bunker Hill Battle and 
other poems. Houghton. .28. 

Longfellow, H. W. Poems. Houghton. $1.50. 

Macaulay, T. B. Lays of ancient Rome. Longmans. $1.25. 
Noyes, Alfred, ed. The magic casement, an anthology of fairy 
poetry. Dutton. $2. 

Scott, Sir Walter. Poems. Houghton. $1. 

Tennyson, Sir Alfred. Poems. Houghton. $1. 

Whittier, J. G. Snowbound and selected poems. Houghton. 

.44. 

SOME POETS WHO HAVE WRITTEN FOR CHILDREN 

Blake, William. Songs of innocence. Lane. .50. 

Brown, A. F. A pocketful of posies. Houghton. $1. 

Cary, Alice and Phoebe. Ballads for little folks. Houghton. 
$1.50. 

Dodge, Mrs. M. M. When life is young. Century. $1.25. 

Field, Eugene. Lullaby land. Scribner. $1.50. 

Lamb, Charles and Mary. Poetry for children. Dutton. $1.50. 
Larcom, Lucy. Childhood songs. Houghton. $1. 

Lear, Edward. Nonsense books. Duffield. $2.50. 

Peabody, J. P. Book of the little past. Houghton. $1.50. 
Peabody, J. P. Singing leaves. Houghton. $1. 

Rossetti, Christina. Sing-song. Macmillan. $1.10. 

Sage, Betty. Rhymes of real children. Duffield. $1.50. 
Stevenson, R. L. Child’s garden of verses. Scribner. $1.50. 
Taylor, Jane and Ann. Original poems for infant minds. 
Stokes. $1.75. 

Also, Little Ann and other poems, illus. by Kate Green¬ 
away. Warne. $1. 

Thaxter, Celia. Stories and poems for children. Houghton. 

$1.50. 


c 


Chapter XIX 

CLASSICS FOR CHILDREN 

What is a Classic? — One of the literary designations 
which come most trippingly from the tongue is that of a 
classic.” “ Oh, that is one of the classics of the Eng¬ 
lish language,” we remark; or, “ every one should have 
some acquaintance with the classics of other languages 
than his own.” Yet if we were called upon suddenly for 
a definition of a “ classic ” in this sense, we might find 
ourselves at a loss for words. Let us recall some of 
the works which we may, without hesitation, place in 
this category; for example, the King James version of 
the Bible. Homer’s Iliad and Odyssey, Malory’s Morte 
d’Arthur, Chaucer’s Canterbury Tales, Spenser’s Faerie 
Queen, Shakespeare’s plays, Pilgrim’s Progress, Robin¬ 
son Crusoe. With these in mind should we not say some¬ 
thing like the following in describing a classic? A classic 
is a work which has appealed to a great variety of peo¬ 
ple at widely different periods of the world’s history, and 
is therefore a work which presents permanent and uni¬ 
versal truths. A classic not only has something to say 
but says it surpassingly well, with simplicity, beauty, and 
force, and with a perfect fitness of form to thought. 
The effect is to quicken and strengthen the reader’s imag¬ 
ination. Lowell in his well-known definition says: “ A 
classic is properly a book which maintains itself by virtue 
of that happy coalescence of matter and style, that innate 
and exquisite sympathy between the thought that gives 

312 


CLASSICS FOR CHILDREN 


313 


life and the form that consents to every mood of grace 
and dignity, which can be simple without being vulgar, ele¬ 
vated without being distant, and which is something 
neither ancient nor modern, always new and incapable of 
growing old.” ^ 

Why Classics Appeal to Children.— Thinking of the 
qualities we have mentioned it is not hard to see why the 
classics appropriate for children appeal to those who can 
be led to read them. The story of the Iliad and of the 
Odyssey, the Old Testament stories, parts of the Ar¬ 
thurian legends have the very qualities which a child 
craves,— simplicity of speech, singleness of motive, and 
directness of action. The early civilizations, too, which 
they describe, create for the child a world which he 
can easily understand — simple, adventurous, full of a 
vigorous give and take. The story-teller keeps strictly to 
the matter in hand, with no digressions or expressions of 
opinion, and he uses the minute, realistic detail which 
children enjoy. Recall the story of Odysseus and his 
companions in the Cave of Polyphemus, or Robinson 
Crusoe building his raft. 

Why Children Should Know the Classics Suitable 
for Them.— First, because in the classics children get a 
taste of real literature. They need an acquaintance with 
a few of the great books to counteract the mediocre 
quality of much of the present day juvenile literature. 
Second, the classics’ breadth of vision enlarges a child’s 
outlook. The boy who has defended the walls of Troy 
with Hector, wandered over the loud sounding seas with 
Odysseus, and sat at the Round Table with Arthur and 

1 Among my books. 1870-75, v. 2, p. 126. See also Sainte-Beuve’s es¬ 
say: What is a classic. For definition see also Course of study for nor¬ 
mal school pupils on literature for children, by Harron, Bacon and Dana. 
Part I of the School department in modern library economy series. 


314 the use of books AND LIBRARIES 


his Knights will never be limited to the narrow horizon 
of the boy who knows only the ephemeral, modern, story. 
The classics help him to see in childhood and keep in 
manhood the vision splendid. Lowell says: For my 
part, I believe that the love and study of works of the 
imagination is of practical utility in a country so pro¬ 
foundly material (or, as we like to call it, practical) in 
its leading- tendencies as ours. The hunger after purely 
intellectual delights, the content with ideal possessions 
cannot but be good for us in maintaining a wholesome 
balance of the character and the faculties. I, for one, 
shall never be persuaded that Shakespeare left a less 
useful legacy to his country than Watts. We hold all 
the deepest, all the highest satisfactions of life as tenants 
of imagination.”" In a more material way, as well, the 
classics enlarge a child’s experience in the knowledge 
they give him of other times than his own; for in¬ 
stance, Homeric civilization in the Iliad and Odyssey, the 
days of chivalry in the Arthurian stories. Third, the 
classics supply young people with the best material for 
hero-worship. Every child is by nature a hero-worship¬ 
per, and this quality, if the right ideals are supplied, de¬ 
velops character. Is any moral teaching so successful as 
that which fills us with a glow of pride and enthusiasm 
and the resolve to be like our favourite heroes? Could 
any disquisition on truthfulness, honour, and courtesy be 
so effective with the boy or girl as the vision of Arthur 
and his Knights standing about the Round Table, each 
holding the cross of the hilt of his sword before him and 
each promising “ to be gentle in deed, true in friend¬ 
ship, and faithful in love ” ? The classics teach us not 
in didactic fashion but by providing ideals. Mr. Mc- 


13 Books and libraries. 


CLASSICS FOR CHILDREN 


315 


iMiirry says in his Special Method of Reading for the 
Grades (p. 170) : “A masterpiece works at the founda¬ 
tions of our sympathies and moral judgments. To bring 
ourselves under the spell of a great author and to allow 
him, hour after hour, and perhaps days in succession, to 
sway our feelings and rule far up among the sources of 
our moral judgments, is to give him great opportunity 
to stamp our character with his convictions. . . . Chil¬ 
dren are susceptible to this strong influence. Many of 
them take easily to books, and many others need but 
wise direction to bring them under the touch of their 
formative influence. A book sometimes produces a more 
lasting effect upon the character and conduct of a child 
than a close companion. Nor is this true only in the case 
of book lovers. It is probable that the great majority of 
children feel the wholesome efifect of such books if wisely 
used at the right time. To select a few of the best books 
as companions to a child, and teach him to love their 
companionship, is one of the most hopeful things in edu¬ 
cation. The boy or girl who reads some of our choice 
epics, stories, novels, dramas, biographies, allowing the 
mind to ponder upon the problems of conduct involved, 
will receive many deep and permanent moral lessons. . . . 
Even in early childhood we are able to detect what is 
noble and debasing in conduct as thus graphically and 
naturally revealed, and a child forms unerring judgment 
along moral lines. The best influence that literature has 
to bestow, therefore, may produce its effect in tender 
years, where impressions are deep and permanent. There 
are many other elements of lasting culture-value in the 
study of literature, but first of all the deep and permanent 
truths taught by the classics are those of human life and 
conduct.” 


3i6 the use of books AND LIBRARIES 


Last but not least an acquaintance with the classics 
gives the child the power to interpret his later reading. 
All literature is filled with allusions, which have no sig¬ 
nificance for him, unless he knows something of the Iliad, 
the Odyssey, King Arthur, Pilgrim’s Progress, Gulliver’s 
Travels, Chaucer and Spenser. 

When Children Should Know the Classics.^—Chil¬ 
dren should become acquainted with the classics suitable 
for them, early during their school days while their taste 
is being formed. Many children, indeed, enjoy having 
stories from Homer and the King Arthur stories read to 
them before they are old enough to go to school. Those 
who knew Christian, his burden on his back, Apollyon 
breathing forth fire and smoke, the Interpreter, Mr. 
Worldly Wiseman, and the terrible Giant Despair, as 
characters in a sort of delightful fairy tale familiar to 
their childhood, return to the Pilgrim’s Progress in later 
life with a delight which the college student, making his 
first acquaintance with it as “ required reading,” utterly 
fails to find. 

Selection and Adaptation.— Obviously, not all classics 
are appropriate for children. Among those most suitable 
are stories from Homer, the King Arthur stories. Pil¬ 
grim’s Progress, Gulliver’s Travels, Robinson Crusoe, and 
some of Shakespeare’s plays. Whether children should 
be given adaptations of the Canterbury Tales and the 
Faerie Queen is, at least, an open question. Some chil¬ 
dren come naturally to the reading of these in their 
original form and it is of far more value to the grow¬ 
ing boy and girl to light upon the Faerie Queen for him¬ 
self, and, like Cowley, to be “ infinitely delighted with 
the stories of knights and giants and monsters and brave 
houses,” that he finds there, than to know it in an adapted 


CLASSICS FOR CHILDREN 


317 


form. If the, child, in the natural course of his educa¬ 
tion, is likely to read the Canterbury Tales, let him wait 
until he can feel the charm of “ Whan that Aprille with 
his shoures soote ” in Chaucer’s own words. But many 
will have no further acquaintance with great English liter¬ 
ature after they leave school. To them it is, perhaps, 
worth while to give some of the stories in adapted form 
that they may at least have heard of Una and the Red 
Cross Knight, the Maiden Britomart, the joyous Canter¬ 
bury pilgrims, Palamon and Arcite and Emily, and Pa¬ 
tient Griselda. 

This brings us to the question of presentation. Many 
classics cannot be put into the hands of the average child 
as they stand, though some children enjoy Bryant’s 
translations of Homer, Shakespeare’s plays, Paradise Lost 
and others. The adaptation, retelling, abridgement, what¬ 
ever method is used to bring a particular masterpiece 
within a child’s reach, is of great importance. The 
spirit of the original should be retained or reproduced. 
It is not fair to palm off on children a milk and water 
dilution which bears no resemblance to the original except 
in name. There is too much of the “ classic made easy.” 
Florence Hill Winterburn says in From a Child’s Stand¬ 
point : “ The careful educators who are cutting down the 
classics to fit the youthful understanding should recol¬ 
lect to leave something for them to reach forward to. 
That which is a little beyond us is a stimulant and in¬ 
spiration. Probably the bookish youngsters who read 
Shakespeare and Spenser before they were a dozen years 
old comprehended only a moiety of what their eyes 
rested upon, yet because the true and the beautiful is al¬ 
ways simple, the atmosphere even of pre-eminent genius 
was not so rarified to them but they could delight in it 


V 


3i8 the use of books AND LIBRARIES 


and breathe it over again, years after, in memories that 
were sweet and precious.” And Lang, in the introduc¬ 
tion to the Blue Poetry Book, remarks, “ we make a mis¬ 
take when we write down to children, still more do we 
err when we tell a child not to read this or that because 
he cannot understand it. He understands far more than 
we give him credit for, but nothing that can harm him. 
The half-understanding of it, too, the sense of a margin 
beyond, as in a wood full of unknown glades, and birds 
and flowers, unfamiliar, is a great part of a child’s 
pleasure in reading.” 

Some Good Adaptations and Editions. — There are, 
fortunately, a number of classics retold and adapted for 
children in an artistic and successful way. Lamb’s Ad¬ 
venture of Ulysses founded on Chapman’s Homer, of 
which Lamb wrote, “ Chapman is divine and my abridge¬ 
ment has not quite emptied him of divinity,” will be 
enjoyed by the older children. There is an attractive 
illustrated edition published by Harper at $2.50, now out 
of print; and Heath publishes a school edition at twenty- 
five cents. Church’s Story of the Iliad and Story of the 
Odyssey (Macmillan, $1.25 each), are excellent retellings, 
simple and dignified. His Iliad for Boys and Girls and 
Odyssey for Boys and Girls, are written in still simpler 
prose (Macmillan, $1.75 each). Walter C. Perry retells 
the stories excellently and with Homeric flavor in his 
Boy’s Iliad and Boy’s Odyssey (Macmillan, $1.50 each), 
now out of print. While the Adventures of Odysseus 
by F. S. Marvin and others, Dutton. $1.50, puts the story 
of the Odyssey into simple and spirited modern English 
for younger children. Buckley’s Children of the Dawn 
(Stokes $1.75) includes the stories of Alcestis, Cupid and 
Psyche, Hero and Leander, Arethusa, Atalanta and 


CLASSICS FOR CHILDREN 


3^9 


others. These stories will please older children and 
it is an excellent book to put into the hands of older 
girls. A good selection of books on Greek myth and 
literature for a child to read or to have read to him is 
the following in the order indicated; The Wonder Book 
and Tanglewood Tales, followed by Kingsley’s Greek 
Heroes; Baldwin’s Story of the Golden Age, which re¬ 
lates the events preceding the Trojan War, Bulfinch’s 
Age of Fable, Church’s Story of the Iliad and Odyssey, 
and Buckley’s Children of the Dawn. Palmer’s prose 
translation of the Odyssey often appeals to children 
when read aloud (Houghton, $2.50, abridged for schools, 
75 cents), while some children take readily to Bryant’s 
blank verse translations of the Iliad and Odyssey (Hough¬ 
ton, $1.25 each). 

King Arthur Stories. — Among the best adaptations 
for children of the King Arthur stories are the four 
books by Howard Pyle, The Story of King Arthur and 
His Knights, The Story of the Champions of the Round 
Table, The Story of Sir Launcelot and His Companions, 
The Story of the Grail and the Passing of King Ar¬ 
thur (Scribner, $2.25 each) ; McLeod’s Book of King 
Arthur (Stokes, $1.75) ; Lanier’s Boy’s King Arthur 
(Scribner, $2) ; and Stevens and Allen, King Arthur 
Stories from Le Morte> d’Arthur (Houghton, 44 cents). 
Of these the McLeod is the simplest and easiest version. 
The Pyle books have strong literary merit; they are 
full of atmosphere and idealism and the spirit of chivalry. 
Some children find them a little difficult on account of the 
slightly archaic language, but all children, even those who 
care little for books, are delighted with the Pyle stories 
when told to them. The Lanier and Stevens and Allen 
keep closer to the original, rearranging and simplifying 


320 THE USE OF BOOKS AND LIBRARIES 


but preserving the form and language. All older boys 
and girls should know one or the other of these, prefer¬ 
ably the Lanier. William Henry Frost’s Court of King 
Arthur (Scribner, 6o cents), and his Knights of the 
Round Table (Scribner, $1.35) tell, in a pleasant conver¬ 
sational way, stories of King Arthur as they were told to 
a little girl during a journey to Winchester, Tintagel, 
Glastonbury, and other Arthurian localities. There are 
still other excellent versions of the King Arthur stories. 

In the Book of the Happy Warrior (Longmans, $1.75), 
Sir Henry Newbolt retells in vivid fashion stories of 
Roland, Richard Coeur de Lion, Robin Hood, St. Louis, 
King Arthur and others, emphasizing the chivalric ideal 
and connecting it with present day life. 

Robin Hood Ballads.— Howard Pyle has worked the 
old Robin Hood ballads into a form which is a child’s 
classic in itself, and no child should grow up without 
knowing it. (The Merry Adventures of Robin Hood. 
Scribner, $3.00.) 

Stories from Shakespeare.— For stories from 
Shakespeare we have Lamb’s Tales from Shakespeare, 
McLeod’s Shakespeare Story Book, and Alice Spencer 
Hoffman’s The Children’s Shakespeare, each story in a 
separate volume (12 v. Dutton, 40 cents each,^ also pub¬ 
lished in one large volume, Dutton, $3). The Lamb is 
the simplest. Alfred Ainger, the editor of Lamb’s Let¬ 
ters, says, “ These tales have taken their place as an Eng¬ 
lish classic. They have never been superseded, nor are 
they likely to be.” There are two beautiful editions, one 
illustrated by Arthur Rackham (Dutton, $2.50) and one 
by N. M. Price (Scribner, $2). Houghton publishes a 
school edition for 75 cents. The best inexpensive edition 

a These are unfortunately out of print. 


CLASSICS FOR CHILDREN 


321 


is that published by the Oxford University Press (75 
cents), with 16 illustrations from the Boydell engravings. 
Miss McLeod’s Shakespeare Story Book (Barnes, $2) 
comes next in order of simplicity. The stories of six¬ 
teen plays are told with dialogue in the words of the 
dramas, and the plots are clearly brought out. The 
Hoffman stories are the fullest versions, the stories are 
well and simply told, and many extracts from the plays 
are incorporated, so that the transition from these stories 
to the plays themselves is not hard. A Midsummer 
Night’s Dream for Young People in the Dandelion Clas¬ 
sics (Stokes, $1.50), is not a retelling, but the Cambridge 
text with certain omissions. This volume is excellent to 
put into children’s hands along with the story of the 
play. The little story about the play’s first production be¬ 
fore Queen Elizabeth, which serves as introduction, will 
put them into the spirit of Elizabethan times and they 
will gain something from the imaginative illustrations in 
color by Mrs. Perkins. 

Other Classics.— Robinson Crusoe, that book which 
has “ pleased all the boys of Europe for near one hundred 
and fifty years,” * is a classic which ought not to be 
adapted. Children should know it as it is; if they are 
not ready for it, give them the* Swiss Family Robinson 
and wait until they are ready for the great work. It 
should not be weakened and its value as literature de¬ 
stroyed by any attempt to bring it down to words of one 
syllable. There are two excellent editions for children, 
containing the first part only, one illustrated in color by 
E. Boyd Smith (Houghton, $1.50) ; the other, illustrated 
by Louis Rhead (Harper, $1.50). The same thing may 
be said in regard to the simplification of Gulliver’s 

4 Leslie Stephen. Hours in a library. 1875, v. i, p. 46. 


322 THE USE OE BOOKS AND LIBRARIES 


Travels. Certain omissions are perhaps advisable but as 
children take a keen delight in the visits to Lilliput^ and 
to Brobdignag, as Swift wrote them, why write them 
over in less literary form? An attractive edition is pub¬ 
lished by Harper, illustrated by Louis Rhead ($1.50). 
Heath and Dutton publish inexpensive school editions. 
The large edition of The Pilgrim’s Progress illustrated by 
the Rhead Brothers (Century, $1.75), is a good one to 
put into children’s hands. An excellent version of the 
Canterbury Tales is that by Darton, Tales of the Canter¬ 
bury Pilgrims, retold from Chaucer and Others (Stokes, 
$1.75). The illustrations and general make-up of this 
book are especially charming. The tales are retold with 
spirit. In McLeod’s Stories from the Faerie Queen 
(Stokes, $1.75), Royde-Smith’s llna and the Red Cross 
Knight (Dutton, $2.50), and The Faerie Queene and Her 
Knights by Church (Macmillan, $1.35), parts of the 
Faerie Queene are successfully retold. 

SUGGESTED READINGS 
Lowell, J. R. Books and Libraries. 

McMurray, C. A. Special method in reading for the grades: 
Chapter 9, Educational value of literature. Chapter 10, The 
use of masterpieces as wholes. 

Olcott, F. J. Children’s reading. Chapter i. The influence of 
good books. Chapter 10, Some classics and standards. 

Exercise. 

I. Compare Lamb’s Tales from Shakespeare, McLeod’s 
Shakespeare Story Book, and Hoffman’s The Children’s 
Shakespeare. Which do you think the most interesting? 
Which would children prefer and why? Read at least 


CLASSICS FOR CHILDREN 


323 

two of the same stories as given in each of these collec¬ 
tions. 

2. Examine Marvin’s Adventures of Odysseus, Perry’s 
Boy’s Odyssey, Church’s Story of the Odyssey and 
Lamb’s Adventures of Ulysses. Which do you think a 
boy of 12 would prefer and why? 

3. Read in Malory’s Morte d’Arthur the story of the 
sword Excalibur. Read it also in Pyle’s King Arthur and 
his Knights, in McLeod’s Book of King Arthur, in Lan¬ 
ier’s Boy’s King Arthur, in Steven and Allen’s King Ar¬ 
thur Stories, in Erost’s Court of King Arthur (and in 
any other book of King Arthur Stories for children 
which is available). Which do you prefer? Which do 
you think children would find the most interesting and 
why? Which do you think best reproduces for children 
the spirit of the original ? 

4. Did you read Pilgrim’s Progress as a child? If so, 
what, as you recall it, was your feeling about it ? Do you 
know any children who enjoy reading it or having it read 
to them? If possible, try the experiment of showing 
some child, who does not already know it, the large illus¬ 
trated edition of Pilgrim’s Progress mentioned in this 
chapter, and telling him parts of the story. 

5. Compare a chapter of Robinson Crusoe in its orig¬ 
inal* form with the corresponding part of the story in a 
simplified version (i.e., Robinson Crusoe written anew 
for children by J. Baldwin, American Book Co., or Robin¬ 
son Crusoe, adapted by Miss Godolphin, Educational Pub¬ 
lishing Co., etc.). What qualities does it seem to you to 
lose in the simplified version? Does it gain anything? 
If so, what? 

6. Suggest other classics than those mentioned in this 
chapter which you think children would enjoy. 


Chapter XX 

CHILDREN’S STORIES 

While one child is naturally attracted by the kinds of 
literature already discussed,— legends and fairy tales, the 
classic stories and poetry, another left to himself turns 
to something more commonplace. But both usually unite 
in a liking for stories about other boys and girls; the 
difiference being that a child with a taste for the best 
will read the modern stories in addition to his other favor¬ 
ites, while his less imaginative brother will confine him¬ 
self to the present day fiction written for children. 

An Abundance of Material.— The home story, the 
school story, the outdoor and adventure story, the his¬ 
torical story are always in demand and there is always a 
large supply on hand. Indeed one difficulty in dealing 
with fiction for children lies in the fact that such a tre¬ 
mendous number of these juveniles is published. Many 
mediocre writers are turning out every week pot-boilers 
in the form of stories for children, and the poor story 
is published at a price within the reach of many for whom 
the seventy-five cent, one dollar, and one dollar and a 
half children’s book is prohibitive. 

The Series Book.— In the popularity with both boys 
and girls of books in long series, lies another danger. 
One series read from beginning to end would cause any 
child’s taste to deteriorate. Even series by good writers 
are not to be relied on; they have a surprising way of 
going from good to fair and from fair to poor. 

324 


CHILDREN’S STORIES 


325 


Boys and Girls Must be Led to Prefer the Better 
Books.— It is impossible, nor is it perhaps advisable, to 
control all the reading done by children. Our aim must 
be to give them enough of the best so that they will 
want something besides the mediocre. 

Qualities Which Children’s Stories Should Have.— 

1. A wholesome, normal atmosphere. Stories for chil¬ 
dren should be based on a child’s natural interests; they 
should neither be surcharged with excitement, nor so¬ 
phisticated in tone. 

2. Refinement and high ideals. Excellent examples of 
home stories which illustrate these qualities are Miss Al- 
cott’s Little Women, and Mrs. Richards’ Hildegarde 
Stories. Vachell’s The Hill is a school story full of a 
fine and ennobling spirit. Besides presenting a delight¬ 
ful home life and high ideals of personal conduct, such 
stories as Miss Alcott’s and Mrs. Richards’ have the merit 
of making good reading attractive. There are some peo¬ 
ple who never recommend a book to us, they have appar¬ 
ently no mission to preach the doctrine of good literature, 
but when we are with them we find that our standard of 
taste is higher. The Alcott family were lovers of good 
books — hence Pickwick Papers, Pilgrim’s Progress, Un¬ 
dine and Sintram and others, are mentioned in Little 
Women as naturally as dresses, parties, and new um¬ 
brellas. Doubtless many a girl has read Undine and 
Sintram because her favorite Jo “ had wanted it so long ”; 
or, memorized good poetry because Mrs. Richards’ 
Hildegarde knew so much by heart; or, looked up Drum¬ 
mond of Hawthornden and Kit Marlowe, after reading 
Hildegarde’s Holiday. The delightful English children 
in Lucas’s Slowcoach know Housman’s Bredon Hill and 
Milton’s Lycidas as a matter of course and enjoy them 


326 THE USE OF BOOKS AND LIBRARIES 


outside of school hours, and in Alice Brown’s Secret of 
the Clan, the Merchant of Venice is a real joy to the 
four little girls. 

3. Another quality of value in fiction for children is 
its power to broaden a child’s mental horizon by giving 
him a knowledge of other countries and conditions of 
life than those with which he is familiar. Probably no 
books of description do this so successfully as a good 
story. Readers of Charlotte Yonge’s and Mrs. Ewing’s 
books find themselves surprisingly at home on English 
soil. Flora Shaw’s delightful Castle Blair gives glimpses 
of Irish moor and river and the atmosphere of Irish coun¬ 
try life a generation or two ago. Crichton’s Peep-in-the- 
World tells of the life of a little girl in Germany of 
to-day. Children living in the North should know Mrs. 
Davis’s Moons of Balbanca, Baylor’s Georgian Bunga¬ 
low, and Mrs. Stuart’s New Orleans Story of Babette; 
while Southern children may well become acquainted with 
such books as Sarah Orne Jewett’s Betty Leicester, 
Vaile’s Orcutt Girls (old time Academy days in New Eng¬ 
land), Stoddard’s Winter Fun, Aldrich’s Story of a Bad 
Boy, and Mrs. Wiggin’s Rebecca of Sunnybrook Farm. 
Some children greatly enjoy stories of other children 
whose lives are different from their own; more, perhaps, 
prefer books dealing with things with which they are 
familiar; all, however, should have the opportunity of 
adding new countries to what Leigh Hunt calls, “ the very 
curious map in which the world of books should be de¬ 
lineated.” ^ 

4. Good English: While we cannot always insist on 
style in stories written for children, we must at least 
make sure that they are written in good, grammatical 

1 Read his essay The world of books, in Men, Women and Books. 


CHILDREN’S STORIES 


327 


English. If there is a literary flavor as in Kipling’s 
Puck of Pook’s Hill and Lucas’s Slowcoach, so much 
the better. 

Qualities to be Avoided.— i. Morbid introspection. 
For years the famous Elsie Dinsmore series has served 
as an example of this fault carried to an extreme. There 
are other books more dangerous in this respect because 
less absurd. 

2. A tendency to overemphasize the importance of the 
youthful hero or heroine. Books are not infrequently 
found in which the older people are put in the wrong, 
while the young person is represented as displaying re¬ 
markable perspicacity and intelligence in directing his 
own — and his elders’ — affairs. 

3. Pertness and disrespect in speech and attitude to¬ 
ward those in authority. 

4. Melodrama: highly colored plots and incidents which 
convey a knowledge of the world which children need not 
possess. 

5. Sentimentality which encourages girls to be on the 
lookout for possible love affairs. 

6. False views of life: Certain books give the impres¬ 
sion that success is attained by some lucky turn of for¬ 
tune’s wheel rather than by hard work and perseverance; 
as, for example, the Alger books. 

7. Commonplace language, thought and atmosphere. 

Stepping Stone Books.— In the case of children who 

have read little and that little not of the best, certain 

stepping stone books,” as they are sometimes called, may 
be used to prepare the way for something better. These 
stepping stones are not above criticism as to form and 
matter. They are usually none too well written and they 
are frequently too full of exciting adventure to be prob- 


328 THE USE OF BOOKS AND LIBRARIES 

able. But at least they are wholesome and clean in tone 
and do not present a world askew and out of proportion.- 

The Home Story.— Miss Alcott’s books and Mrs. 
Richards’ Hildegarde stories have been referred to as ex¬ 
cellent home stories; a few other good examples of this 
type will be found at the end of the chapter. 

The School Story.— The average school story does 
not reach a very high level. Most of the dozens of board¬ 
ing school tales turned out yearly are wooden in char¬ 
acterization, stereotyped in plot, and consist chiefly of 
descriptions of football and baseball. Vachell’s The Hill 
is perhaps the best modern school story. This is English 
and therefore not so popular with American boys as 
books telling of sports and customs which are familiar. 
Arthur Stanwood Pier has written the best recent stories 
of American school life. Some of R. H. Barbour’s 
school stories are good, but as a writer he is uneven. 
For girls we have Coolidge’s What Katy Did at School, 
Vaile’s Orcutt Girls and Sue Orcutt, and Peggy by Mrs. 
Richards. Edna A. Brown’s Four Gordons is an excel¬ 
lent combination of home and school story. 

The Outdoor and Adventure Story.— The Jack 
books by Grinnell, Tomlins?on’s St. Lawrence series, Stod¬ 
dard’s and Kirk Munroe’s books are popular representa¬ 
tives of this type. This class has been rapidly reinforced 
of late by the books dealing with the Boy Scout move¬ 
ment. Like the school stories they are apt to lack char¬ 
acterization, and originality of plot, but they are gen- 

2 A few such books are suggested at the end of the chapter. For fuller 
lists see Olcott’s Children’s reading, p, 191-6; Popular fiction and stepping 
stones; Harron, Bacon and Dana: Some substitutes for dime novels, in 
Course of study on literature for children; Annotated catalogue of books 
used in the home libraries and reading clubs, Carnegie Library of Pitts¬ 
burgh. 


CHILDREN’S STORIES 


329 


erally wholesome in tone and make for manliness. Mase¬ 
field’s Jim Davis is a boy’s book much above the aver¬ 
age, as are also The Adventures of Billy Topsail and 
Billy Topsail and Co. by Norman Duncan. The Indian 
stories by Stoddard, Munroe, and other writers are very 
popular. And these may lead to the reading of Grin- 
nell’s Story of the Indian, Parkman’s Oregon Trail and 
Conspiracy of Pontiac and other books of real value. 

The Historical Story.— Most boys seem to have an 
insatiable appetite for war stories. They are always 
eagerly read in spite of the sameness of plot, incident, 
and hero, which characterizes the great majority. 
“ ‘ There seem to be a good many of them,’ said Miss 
Muffett,” referring to Mr. Henty’s boys, “ ‘ but I’ve 
sometimes thought that there may be only two, only they 
live in different centuries and go to different wars.’ ” ® 
Tomlinson’s Revolutionary series and War of 1812 series 
and Altsheler’s stories of pioneer days are much in de¬ 
mand in the libraries. Under the guidance of a skilful 
teacher this taste may lead to the reading of really valu¬ 
able historical books. Occasionally we find an historical 
story for children which has atmosphere, spirit, and 
characterization, as Twain’s The Prince and the Pauper, 
Dix’s Merrylips and Soldier Rigdale, Pyle’s Men of Iron 
and Otto of the Silver Hand, and Masefield’s Martin 
Hyde, Duke’s Messenger. 

Lists of Stories. 

Only a few stories of each type can be listed. For ad¬ 
ditional titles see the recommended lists in Chapter 23. 


3 Crothers. Miss Muffet’s Christmas party. 1902, p. 14. 


330 THE USE OF BOOKS AND LIBRARIES 


HOME STORIES 

Alcott, L. M. Little women; Little men; Jo’s boys; Eight cous¬ 
ins; Rose in bloom; Under the lilacs; Jack and Jill; Old- 
fashioned girl. (Little. $1-35 each.) Garland for girls; 
Spinning wheel stories. (Little. $1.25 each.) Old fash¬ 
ioned Thanksgiving. Little. $i.to. 

Aldrich, T. B. Story of a bad boy. Houghton. $1. 

Baylor, F. C. A Georgian bungalow. Houghton. $1. 

Brown, Alice. The secret of the clan. Macmillan. $1.35, 
Brown, E. A. The four Gordons. Lothrop. $1.35. 
Catherwood, Mrs. M. H. Rocky Fork. Lothrop. $1.25. 
Coolidge, Susan. What Katy did: What Katy did at school; 
What Katy did next; Clover; In the high valley. Little. 
$1.25 each. 

Davis, Mrs. M. E. M. The moons of Balbanca. Houghton. $1. 
Ellis, K, R. Wide Awake girls ; Wide Awake girls at Winsted. 
Little. $1.35 each. 

Fisher, Mrs. D. C. LInderstood Betsv. Holt. $1.30. 

Gilchrist, B. B. Helen over the wall. Penn. $1.20; and its 
sequel Helen and the uninvited guests.. Penn. $1.35. 

Irwin, L. G. Secret of old Thunderhead. Holt. $1.50. 

Jackson, H. H. Nelly’s silver mine. Little. $2. 

Jewett, S. O. Betty Leicester. Houghton. $1.25 ; Betty Leices¬ 
ter’s Christmas. Houghton. $1. 

Kirk, Mrs. E. O. Dorothy Deane; Dorothy Deane and her 
friends. Houghton. $1.35 each. 

For little girls. 

jMontgomery, L. M. Anne of Green gables. Page. $1.35. 

P\de, Katharine. Nancy Rutledge. Little. $1.25. 

For little girls. 

Richards, Mrs. L. E. Queen Hildegarde; Hildegarde’s holiday; 
Ilildegarde’s home; Hildegarde’s neighbors; Hildegarde’s 
harvest. Estes. $1.25 each. 

Sidne^v, IMargaret. Five little Peppers; Five little Peppers mid¬ 
way: Five little Peppers grown up. Lothrop. $1.35. 
Stoddard. W. O. Winter fun. Scribner. $1. 

Stuart, Mrs. R. M. Story of Babette. Harper. $1.50. 

White. E. O. An only child; A borrowed sister. Houghton. 
$i each. 

For little girls. 


CHILDREN’S STORIES 


331 

Wiggin, Mrs. K. D. Mother Carey’s chickens; Rebecca of 
Sunnybrook Farm. Houghton. $1.25 each. 

STORIES OF OTHER COUNTRIES 

Aanrucl, Flans. Lisbeth Longfrock. Ginn. .40. 

Norway. 

Crichton, Mrs. IF E. Peep-in-the-world. Loaigmans. $1.25. 
Germany. 

Dodge, Mrs. M. M. Hans Brinker. Scribner. $1.50. 

Holland. 

Lucas, E. V. The slowcoach. Macmillan. $1.50. 

England. 

Martineau, Harriet. Feats on the fjord. Dutton.^ .60. 
Norway. 

Morley, M. W. Donkey John of the toy valley. McClurg. 
$ 1 . 10 * 

The Tyrol. 

Perkins, Mrs. L. F. The Dutch twins; Japanese twins; Irish 
twins; Belgian twins; Mexican twins; French twins. 
Houghton. $1.25 each. School edition at .56. 

Shaw, F. L. Castle Blair. Little. $1. 

Ireland. 

Spyri, Johanna. Heidi. Ginn. $1.50; Moni, the goat boy. Ginn. 

.40. 

Switzerland. 

SCHOOL AND COLLEGE STORIES 

Barbour, R. H. The best of his school stories are: The ar¬ 
rival of Jimpson; Behind the line; Captain of the crew; 
Double play; Forward pass; The half back; Kingsford quar¬ 
ter; Weatherby’s innings. Appleton. $1.50 each. 

Camp, Walter, Tlie substitute. Appleton. $1.35. 

Channon, F. E. An American boy at Henley. Little. $1.50. 
Hammond, Harold. West Point; its glamor and its grind. Cup- 
pies. $1.25. 

Hughes, Thomas. Tom Brown’s school days. Macmillan, $1.50. 
Pier, A. S, Boys of St. Timothy’s. Scribner. $1.25; Harding 
of St. Timothy’s; New boy at St. Timothy’s; Crashaw broth¬ 
ers. Houghton. $1.50 each. 


332 THE USE, OF BOOKS AND LIBRARIES 


Vachell, H. A. The hill, a romance of friendship. Dodd. 
$1.50. 

Harrow, England. For older boys. 

FOR GIRLS 

Brown, E. A. The four Gordons. Lothrop. $1.50. 

Both school and home life. 

Brown, H. D. Two college girls. Houghton. $1.25. 

Coolidge, Susan. What Katy did at school. Little. $1.25. 
Ellis, K. R. Wide Awake girls at college. Little. $1.50. 
Richards. Mrs. L. E. Peggy. Estes. $1.25. 

Vaile, Mrs. C. M. The Orcutt girls; Sue Orcutt. Wilde. $1.50 
each. 


OUTDOOR AND ADVENTURE STORIES 

Connolly, J. B. Jeb Hutton; the story of a Georgia boy. Scrib¬ 
ner. $1.20. 

Duncan, Norman. Adventures of Billy Topsail; Billy Topsail 
and Co. Billy Topsail, M.D. Revell. $1.50 each. 

Stories of Labrador. 

Forrester, T. L. Polly Page’s yacht club; Polly Page’s ranch 
club. Jacobs. $i each. 

Grinnell, G. B. Jack, the young ranchman; Jack among the In¬ 
dians; Jack in the Rockies; Jack, the young canoeman; Jack, 
the young trapper; Jack, the young explorer; Jack, the 
young cowboy. Stokes. $1.25 each. 

Finnemore, John. Wolf patrol. Macmillan. $1.50. 

Boy scout story. 

Hamp, S. F. Trail of the badger. Wilde. $1.50. 

Harrison, Herbert. A lad of Kent. Macmillan. ,$1.25. 

Hough, Emerson. Young Alaskans; Young Alaskans on the 
trail; Young Alaskans in the Rockies. Harper. $1.25 each. 

Kipling, Rudyard. Captains courageous. Century. $1.50. 

Masefield, John. Jim Davis. Stokes. $1.25; Grosset. .75. 

Pearson, E. L. The voyage of the “ Hoppergrass.” Macmillan. 
$1.35- 

Richards, Rosalind. Two children in the woods. Page. $1.25. 

Seton, E. T. Rolf in the woods. Doubleday. $1.50. 


CHILDREN’S STORIES 


333 


Sienkiewicz, Henryk. In desert and wilderness. Little. $1.25. 
Stevenson, R. L. Treasure Island. Scribner. $1.20. Has map. 

-Jacobs. $1.50. Has illustrations in color, but no map. 
Stoddard, W. O. Little Smoke. Appleton. $1.50; Red Mus¬ 
tang. Harper. .60. 

Indian stories. 

Stoddard, W. O. The white cave. Century. $1.50. 

Wallace, Dillon. Wilderness castaways. McClurg. $1.25. 
White, S. E. The magic forest. Macmillan. $1.25. 

Indian story for younger children. 


HISTORICAL STORIES 

Altsheler, J. A. Horsemen of the plains; a story of the great 
Cheyenne war. Macmillan. $1.50; Young trailers; a story 
of Kentucky. Appleton. $1.50. 

Dix, B. M. Blithe McBride. Macmillan. $1.25. 

Story of a little girl who comes to America as a bond- 
servant in 1657. 

Dix, B. M. Merrylips. Macmillan. .$1.50. 

Cavalier and Roundhead times. 

Dix, B. M. Soldier Rigdale. Macmillan, $1.50. 

A story of the Mayflower and Plymouth. 

Huntington, H. S. His Majesty’s sloop. Diamond Rock. 
Houghton.’ $1.50. 

Siege of Diamond Rock, oflf the coast of Martinique, in 
the days of Nelson. 

Kipling, Rudyard. Puck of Pook’s Hill. Doubleday. $1.50. 

Ten historical stories of England from the coming of the 
Normans to Magna Charta, in the setting of a delightful 
fairy tale and interspersed with songs and ballads. Will 
give children a better understanding of English history than 
the learning of many facts and dates. Rewards and Fairies 
contains eleven more tales. 

Masefield, John. Martin Hyde, Duke’s messenger. Little. $1.50. 
Monmouth rebellion, 1685. 

Mason, A. B. Tom Strong, Washington’s scout. Holt. $1.30. 

Morrison, S. E. Chilhowee boys. Crowell. $1. 

Pioneer days in Tennessee. 


334 the use of BOOKS AND LIBRARIES 


Pyle, Howard. Men of iron. Harper. $1.75. 

Knighthood in the days of Henry IV of England. 

Seaman, A. H. Jacqueline of the carrier pigeons. Sturgis and 
Walton. $1.25. 

Siege of Leyden. 

Seawell, M. E. Little Jarvis. Appleton. $1.10. 

Fight of the Constitution and La Vengeance in 1800. 
Singmaster, Elsie. Emmeline. Houghton. $1. 

Civil war story. 

Tomlinson, E. T. Revolutionary series. 3 vols.; War of 1812 
series, 6 vols. Lothrop. $1.25 each. 

True, J. P. Morgan’s men; On guard; Scouting for Washing¬ 
ton; Scouting for Light Horse Harry. Little. $1.35 each. 
Twain, Mark. The prince and the pauper. Harper. $1.75. 

Scene is laid in the time of Edward VI of England. 

Yonge, C. M. The dove in the eagle’s nest. Macmillan. $1.75. 
Romantic story of Germany in the 15th century. 

STEPPING STONE BOOKS 

Ames, J. B. Pete, cow-puncher. Holt. $1.50. 

Carruth, Hayden. Track’s end. Harper. $1.25. 

Drysdale, William. The fast mail. Wilde. $1.50. 

DuBois, M. L. Lass of the silver sword; League of the signet 
ring (sequel). Century. $1.50 each. 

Gilmore, 1 . H. Maida’s little shop. Huehsch. $1.25. 

Jamison, Mrs. C. V. Toinette’s Philip; Lady Jane. Century. 
$1.50 each. 

Kenneth-Brown, Kenneth. Two boys in a gyro-car. Houghton. 
$T.30. 

Otis, James. Toby Tyler, or. Ten weeks with a circus; Mr. 

Stubb’s brother (sequel). Harper. .60 each. 

Stevenson, B. E. The young section-hand. Page. $1.50. 


Exercise. 

I. Suggest three books to offer a boy as substitutes for 
the Alger books. In what order would you give them to 
him ? 


CHILDREN’S STORIES 


335 

2. Name three stories which you would strongly recom¬ 
mend for girls of twelve or thirteen. Give reasons. 

3. Are you familiar with any of the following series: 
Motor Boys, Airship Boys, Aeroplane Boys? How 
would you criticize them? Recommend a course of read¬ 
ing for a boy addicted to this kind of book. 

4. What seems to you the most valuable quality in 
Miss Alcott’s books for girls? 

5. Compare The Lass of the Silver Sword (Dubois) 
with The Slowcoach (Lucas). Which do you think most 
children would prefer and why? Which do you prefer? 
In which “"do you think the children are most naturally 
drawn ? 

6. Compare R. H. Barbour’s Tom, Dick and Harriet 
with his Double Play; or with any of the other books by 
Barbour listed in this chapter. Would you add Tom, 
Dick and Harriet to the list? Give reasons for or 
against doing so. 

7. Read either Lady Jane or Toinette’s Philip by Mrs. 
Jamison. What do you think would be the effect on a 
child of a long course of similar books? 

8. Read Hughes’s Tom Brown’s School Days and a 
school story by Pier or Barbour. In general, and besides 
the fact that one is English and one American, how 
do they differ? 

9. Read Masefield’s Martin Hyde, Duke’s Messenger; 
or Pyle’s Otto of the Silver Hand; or Huntington’s His 
Majesty Sloop Diamond Rock; or Dix’s Soldier Rig- 
dale. Compare it with one of Tomlinson’s Revolution¬ 
ary or War of 1812 stories. Which do you prefer and 
why? 

10. Read or examine Gilchrist’s Helen-over-the-wall, 
Alice Brown’s Secret of the Clan, E. A. Brown’s Four 


336 THE USE OF BOOKS AND LIBRARIES 


Gordons. What do you think are their strongest points ? 
Do you find in any one of them anything which you 
consider a defect? 

11. Name the qualities you consider necessary for an 
ideal story for little girls from eight to ten. Look over 
the books in the lists at the end of this chapter which are 
marked for little girls. Do you find any which satisfy 
you ? 

12. Read or examine Shaw’s Castle Blair; Masefield’s 
Jim Davis, Jackson’s Nelly’s Silver Mine. To what kind 
of children will each one appeal? Have you had any 
experience with children in regard to these three books? 


Chapter XXI 

OTHER BOOKS FOR CHILDREN 

Besides the children’s hooks already mentioned (i.e., 
fairy tales, classics for children, poetry and stories) 
there are other books written for children which are 
useful and often popular. Most of them, however, have 
little value as literature. For purposes of discussion we 
may divide these books roughly into the following groups: 

History and Biography. — The most successful his¬ 
tories written for children are those which emphasize the 
romantic and biographical side of history. The form in 
which history makes its first appeal to children is not in 
connected narrative, however simple, but accounts of 
dramatic incidents, or a series of dramatic incidents. 
Examples are Scott’s Tales of a Grandfather (which 
were told to Sir Walter’s little grandson before the au¬ 
thor put them in writing) ; Grace Greenwood’s Merrie 
England; Lodge and Roosevelt’s Hero Tales from 
American History; and for younger children, Eggleston’s 
Stories of Great Americans for Little Americans; and 
Baldwin’s Fifty Famous Stories Retold. Next come sim¬ 
ple narratives such as Tappan’s Our Country’s Story; 
Marshall’s Island Story [England]; and Griffis’ Young 
People’s History of Holland. From these the step will be 
easy to the books by Fiske and Parkman, which ought to 
be in every High School Library. 

PIiSTORiCAL Fiction.— Children probably gain a better 
337 


338 THE USE OF BOOKS AND LIBRARIES 


understanding of a country or a period from a good his¬ 
torical story than from reading juvenile histories. A few 
historical stories for children are listed at the end of the 
preceding chapter and there are a number of historical 
novels which children should know as they are ready for 
them. With most, this will be in high school years, but 
some boys and girls enjoy them earlier. First and fore¬ 
most among them are Scott’s novels, particularly The 
Talisman, Ivanhoc, and Quentin Durward; Dickens’ 
Tale of Two Cities; Stevenson’s Black Arrow; Kings¬ 
ley’s Hereward, the Wake, and Westward Ho!; Bulwer- 
Lytton’s Last Days of Pompeii. 

Books on Citizenship and Government.— Such sim¬ 
ple books on the duties of citizenship as Dole’s Young 
Citizen and Richman and Wallach’s Good Citizenship, 
and books describing the departments of the United States 
government, such as Brooks’s Century Book for Young 
Americans, may well be brought to children’s attention 
in connection with histories of their own country. 

Prehistoric Times and Primitin’e Man.— There are 
a few books for children dealing with the early history of 
the world and with primitive man — Waterloo’s Story of 
Ab, Ewald’s Two Legs, Mix’s Mighty Animals, Mac¬ 
Intyre’s Cave Boy of the Age of Stone, True’s Iron 
Star. 

Historical Biography.— This is one of the best ways 
in which to present history to children. The historical 
biographies of Jacob Abbott and his brother J. S. C. 
Al)bott although written years ago are still readable and 
interesting.^ Eva March Tappan has written the lives of 
Alfred the Great, William the Conqueror, Queen Eliza¬ 
beth and Queen Victoria for children in simple, interest- 

1 For some of the best see the end of chapter. 


OTHER BOOKS FOR CHILDREN 


339 


ing style, and there are two series of biographies for 
children which include mainly historical characters. 
These are Upton’s Life Stories for Young People and the 
Children’s Heroes Series.^ The latter is more attractive 
in appearance, with colored illustrations, and is more 
childlike in style. The Life Stories are better suited, 
on the whole, to the high school than to the elementary 
school library. A book containing much interesting bio¬ 
graphical material is Marshall’s English Literature for 
Boys and Girls, a well written and attractively illustrated 
book which should be accessible to seventh and eighth 
grade children as well as to high school students. 

Other Biographies. — Accounts of great and noble 
men and women of every age teach children valuable 
lessons of heroism, self-denial and perseverance. Mrs. 
Richards’ Florence Nightingale was written especially for 
girls; Moses’ Life of Louisa Alcott is good, though Miss 
Alcott’s Life, Letters and Journal, edited by Mrs. Cheney, 
is better. Mrs. Lang’s Red Book of Heroes tells of the 
lives of Florence Nightingale, Father Damien and others. 
The lives of Livingstone and Stanley are told in the 
Children’s Heroes series. Mrs. Wade’s Wonder Work¬ 
ers tells briefly of Luther Burbank, Helen Keller, Jane 
Addams, Thomas Edison, William George, Wilfred Gren¬ 
fell and Judge Lindsay. 

Geographical Books.— There are four well-known 
series of geographical books for children; arranged in or¬ 
der of difficulty in descending scale they are: Peeps 
at Many Lands, Little Schoolmate Series, Little People 
Everywhere and the Little Cousin Series. The books in 
the Peeps at Many Lands series make no attempt at a 
story; they are, as a rule, well written and are beautifully 

2 See end of chapter. 


340 THE USE OF BOOKS AND LIBRARIES 


illustrated in color, but not strongly bound. A few of 
the best are listed at the end of the chapter. They are 
suitable for children of twelve and over. 

The Little Schoolmate Series tells in story form of 
home and school life in different countries, bringing in 
history and description and suggesting very successfully 
the atmosphere of each country described. The books in 
this series are more spontaneous and the style is better 
than in most of the geographical series. 

Little People Everywhere also describes child life in 
different countries in story form, giving a good deal of 
information about customs, history and daily life. The 
books in this series are illustrated by photographs. They 
are better written than those in the Little Cousin Series, 
which is the poorest in style, though some of its volumes 
are better than others. Most of them seem very perfunc¬ 
tory and uninteresting to the adult, though many chil¬ 
dren seem to enjoy them. Little People Everywhere 
should be used in preference to the Little Cousin Series, 
when possible. The information in both series is, 
on the whole, accurate and reliable. A valuable and 
well written book which gives much useful information 
about the forests, mines, wild life, and other resources 
of the United States, is Price’s Land We Live In: The 
Boy’s Book of Conservation. 

Animal Stories.— I'he first kind of nature book to ap¬ 
peal to children is the animal story. About fifteen years 
ago a spirited controversy took place between Mr. Bur¬ 
roughs and Mr. William J. Long on the subject of nature 
books.® Mr. Burroughs accused the “ modern school of 

3 See Burroughs. Real and sham natural history. Atlantic Monthly,' v. 
91, p. 298-309, March, 1903; Long, Modern school of nature study and its 
critics. North American, v. 176, p. 688-98, May, 1903; Burroughs, Liter¬ 
ary treatment of nature. Atlantic Monthly, v. 94, p. 38-43 July, 1904. 


OTHER BOOKS FOR CHILDREN 


341 


nature study ” of attributing the “ whole human psy¬ 
chology ” to the animals they portrayed, and of some¬ 
times calling on their own invention to explain the 
phenomena of animal life. But Mr. Burroughs criticized 
their books only on the ground that they are “ put forth 
as veritable history and thus mislead their readers.” As 
stories he gave them high praise and it is in that light 
that we chiefly need to consider them. Little children 
do not want a scientific fact, they do want a story; con¬ 
sidered as stories, the books which describe animals in 
terms of human beings do not mislead children. For 
them, Raggylug and his mother, Krag and Johnny Bear, 
are just as true as Baloo and Bagheera in the Jungle 
Books,— and no more so; indeed to some children the 
Jungle folk are infinitely more real and entertaining. 
As children grow older, they enjoy books Avithout a story 
interest, such as Burroughs’ Birds and Bees, and Squir¬ 
rels and Other Fur Bearers; John Muir’s books, and 
those by W. H. Gibson and Dallas Sharp, and can be 
shown the difiference between the two kinds of nature 
books. Lives of the Hunted, and Wild Animals I Have 
Known (Seton), and Long’s Secrets of the Woods, and 
other books of this type should be classed with fiction, 
not, as in some libraries, with the books on natural his¬ 
tory. Among the best of the animal books and less 
open to criticism on the score of making the animals too 
human, than those by Long and Seton, are the books by 
C. D. G. Roberts — Kindred of the Wild. Haunters of 
the Silences, and others. 

Stories of Domestic Animals. — There are some 
good stories of domestic animals which are very popular 
with little children. Many of this class are written pri¬ 
marily to encourage the proper care and treatment of 


342 THE USE OF BOOKS AND LIBRARIES 


animals. Some of these. Like Sewall’s Black Beauty, are 
good stories as well, and much enjoyed by children; 
others are painful and make too strong an appeal to the 
child’s sympathies. The purely imaginative story which 
is really a sort of fairy tale, often has a greater value in 
encouraging kindness to animals, as well as a far higher 
literary quality, for example, Lagerlof’s Wonderful Ad¬ 
ventures of Nils. 

Descriptive Nature Books.— There are a number of 
excellent nature books written for children, which do not 
use the story form, but which are clear, simple, and inter¬ 
esting, such as Olive Thorne Miller’s First and Second 
Book of Birds, Thompson’s Water Wonders Every Child 
Should Know, and Ball’s Star-Land. Some suggest the 
story form by their style and title as Morley’s Bee Peo¬ 
ple, Patterson’s Spinner Family, Parsons’ Plants and 
Their Children. These descriptive books lead naturally 
to the adult books by Burroughs, Bradford Torrey, Muir, 
and others. 

Guides and Handbooks.— Before they leave the ele¬ 
mentary school many children enjoy learning to use some 
of the simple guides and manuals. Mrs. Parsons’ How 
to Know the Wild Flowers is so charmingly written that 
children gain more from using it than the mere names of 
the flowers. Chapman’s Bird-Life, a Guide to the Study 
of Our Common Birds, and his Handbook of the Birds 
of Eastern North America are easily used by children. 
Clarke’s Astronomy from a Dipper tells how one who 
knows only the Dipper may find the other constellations 
and important stars. Its charts are clear and simple, 
and the humor of its brief descriptions delights children 
as well as adults. 


OTHER BOOKS FOR CHILDREN 


343 


Physiology and Hygiene.— Woods Hutchinson’s 
Child’s Day follows a normal child’s activities from the 
time he arises until bedtime, under such chapter head¬ 
ings as “Good Morning”;. “Breakfast”; “Going to 
School ” ; “ Absent To-day,” etc. It explains simple prin¬ 
ciples of hygiene, and facts of anatomy and physiology. 
It is well illustrated and written in a way to interest chil¬ 
dren. Gulick’s Emergencies tells what to do in case of 
accidents, and how to avoid them. It is based on a study 
of accidents common to children and brings out clearly 
the danger of fire, of pointing a gun at other people, of 
neglecting cuts and bruises, of playing in the streets, etc., 
as well as what to do after an accident has occurred. 
Jewett’s Good Health is a useful and simple little book 
on personal hygiene; the physiology of The Body at 
Work, by the same author, is more advanced. Town 
and City, also by Jewett, tells of community hygiene, and 
encourages civic pride in children. All this series is well 
illustrated. 

Books Telling How to Make and Do Things.— 
There is a host of these books, and they are often useful 
and sometimes serve to arouse the interest of children 
who do not care much for reading. Most boys go 
through the stage when they want books which will aid 
them in making experiments and in building all sorts of 
things from rafts to bird-houses. One or two books 
which will give suggestions for work and play of this 
sort should be in every classroom library. From these, 
boys turn readily to descriptive books such as Williams’ 
How It Works, and Philip’s Romance of Modern Chem¬ 
istry. Besides handicraft books for girls (such as 
Beard’s How to Amuse Yourself and Others), there are 


344 the use of BOOKS AND LIBRARIES 


several excellent little books about housekeeping, cooking, 
and sewing (see list at the end of the chapter), which 
many small girls enjoy, and which probably awaken an 
interest in household affairs, even if they do not serve as 
a very important means of instruction. There are sev¬ 
eral good, simple books on gardening for children, such 
as Duncan’s Mary’s Garden and How It Grew, and 
WTen Mother Lets L^s Garden. Higgins’ Little Gardens 
for Boys and Girls contains good material but is too 
much written down in style. 

In choosing these practical books it is necessary to con¬ 
sider the following points: Are they really practical? 
Are the instructions clear and simj^le? Are there dia¬ 
grams and plans and drawings which a child can follow? 
Do they call for materials which are out of a child’s 
reach on account of expense or other reasons? 

Fine Arts.— Books for children on the fine arts are 
a rather negligible quantity. Comparatively few have 
been written and most of those are not particularly satis¬ 
factory. Among the successful ones are .Steedman’s 
Knights of Art, sketches of eighteen Italian painters from 
Giotto to Veronese, illustrated by reproductions of their 
paintings; and Conway’s Children’s Book of Art, which 
attempts to give by means of specific examples, some¬ 
thing of the history and significance of painting. There 
are two series of graded art readers: Art Literature 
Readers by Grover, and Cyr’s Graded Art Readers, illus¬ 
trated by reproductions of paintings and with simple text, 
original or selected, to fit the pictures. Miss Hurll has 
written a numher of artists’ biographies (Houghton, 75 
cents each), but these, like the lives of Beethoven, Bach, 
Haydn, and Mozart, in the Upton’s Life Stories for 
Young People, Cafffn’s Guide to Pictures for Beginners, 


OTHER BOOKS FOR CHILDREN 


345 


and Mason’s Guide to Music for Beginners, and others,'* 
are better suited to the high school than to the elemen¬ 
tary school library. 

STORIES FROM HISTORY 

Baldwin, James. Fifty famous stories retold. Amer. Book Co. 
• 35 . 

Legendary and true stories of famous heroes of all nations. 
Brooks, E. S. Historic boys; Historic girls. Putnam. $1.25 
each. 

Eggleston, Edward. Stories of great Americans for little Amer¬ 
icans. American Book Co. .40. 

For little children. 

Greenwood, Grace. IVlerrie England. Ginn. .50. 

Lodge, H. C. and Roosevelt, Theodore. Hero tales from Amer¬ 
ican history. Century. $1.50. 

Scott, Sir Walter. Tales of a grandfather. 6 v. Houghton. 
$ 5 - 50 . 

HISTORIES FOR CHILDREN 
Coffin, C. C. Boys of ’76. Harper. $2. 

Dickens, Charles. Child’s history of England. Houghton. 
$1.10. 

Covers from Roman conquest to 1688. Prejudiced and not 
always accurate, but well adapted to arousing children’s in¬ 
terest in English history. 

Griffis, W. E. Young people’s history of Holland. Houghton. 
$1.50. 

Marshall, H. E. A history of France. Stokes. $3. 

Marshall, H. E. An island story [England]; Scotland’s story. 
Stokes. $2.50 each. 

Tappan, E. M. An elementary history of our country. Hough¬ 
ton. .68. 

Tappan, E. M. Letters from colonial children. Houghton. 
$1.50. 

4 Published also under titles. Child’s guide to pictures and Child’s guide 
to music. 


346 THE USE OF BOOKS AND LIBRARIES 


Tappan, E. M. When knights were bold. Houghton. $2.25. 
Tells of life in castles, monasteries and towns during the 
' Middle Ages. 

HISTORICAL NOVELS ^ 

Scott, Sir Walter. The talisman; illus. by S. H. Vedder. Lippin- 
cott. $2.50. Macmillan. $1.50. Houghton. $1.10. 

Ivanhoe. Houghton. $2.50. (This edition has delightful 
illustrations in color by E. Boyd Smith). Macmillan. $1.50. 
And another Houghton ed. at $1.10. Quentin Durward. 
Macmillan. $1.50. Houghton. $1.10. 

Dickens, Charles. Tale of two cities. Houghton. $2. 

Stevenson, R. L. The black arrow. Scribner. $1.20. 

Kingsley, Charles. Hereward the wake; Westward Ho! Mac¬ 
millan. $1.25 each. 

Bulwer-Lytton, E. G. E. L. Last days of Pompeii. Crowell. 
$1.50. 


CITIZENSHIP AND GOVERNMENT 

Brooks, E. S. Century book for young Americans. Century. 
$1.50. 

Dole, C. F. Young citizen. Heath. 75 cents. 

Richman, Julia and Wallach, Mrs. 1 . R. Good citizenship. 
American Book Co. 45 cents. 

PREHISTORIC TIMES AND PRIMITIVE MAN 
Ewald, Carl. Two-legs. Scribner. $1. 

McIntyre, M. A. Cave boy of the age of stone. Appleton. .40. 
Mix, J. T. Mighty animals. American Book Co. .40. 

True, J. P. The iron star. Little. $1.25. 

Waterloo, Stanley. Story of Ab. Doubleday. $1.50. 

BIOGRAPHY. 

Books About More Than One Person 

Gilbert, Ariadne. More than conquerors. Century. $1.25. 

Lang, Mrs. L. B. Red book of heroes. Longmans. $1. 


OTHER BOOKS FOR CHILDREN 


347 

Marshall, H. E. English literature for boys and girls. Stokes. 
$ 3 - 25 . 

Wade, Mrs. M. H. Wonder workers. Little. $i. 

\onge, C. M. Book of golden deeds. (Everyman’s library.) 
Dutton. .60. 


Individual Biograf^hy 

Abbott, Jacob.' Alexander the Great; Julius Ciesar; Mary Queen 
of Scots. Harper. .50 each. 

Abbott, J. S. C. Josephine; Madame Roland; Marie Antoinette. 
Harper. ,50 each. 

Alcott, L. At. Life, letters and journal, ed. by Airs. Cheney. 
Little. $1.50. 

Aloses, Belle. Louisa M. Alcott. Appleton. $1.25. 

Jewett, Sophie. God's troubadour, the story of St. Francis of 
Assisi. Crowell. $1.50. 

Told with literary charm and skill. Emphasizes the leg¬ 
ends of birds and animals. 

Aloores, C. W. Life of Abraham Lincoln. Houghton. .85. 
Nicolay, Helen. Boy’s life of Abraham Lincoln. Century. 
$1.50. 

Excellent for older children. ’ 

Richards, Airs. L. E. Florence Nightingale, the angel of the 
Crimea. Appleton. $1.35. 

Seawell, At. E. Decatur and Somers. Appleton. $1.10. 

Tappan, E. M. In the days of Alfred the Great; In the days of 
William the Conqueror; In the days of Queen Elizabeth; In 
the days of Queen Victoria. Lothrop. $1.25 each. 

Children’s Heroes Series. Dutton. .65 each. 

Among the best in this series are: 

Lang, Andrew. Joan of Arc. 

Lang, John. Captain Cook. 

Kelly, M. D. Sir Walter Raleigh. 

Golding, Vautier. David Livingstone. 

Upton’s Life stories for young people. AIcClurg. .50 each. 

Among the best in this series are: 

Hoffman, Franz. Mozart’s youth. 

Hoffman, Franz. Ludwig von Beethoven. 

Schupp, Ottokar. William of Orange. 


348 THE USE OF BOOKS AND LIBRARIES 


Henning, Friedrich. Maid of Orleans. 

Schmidt, Ferdinand, William Tell. 

GEOGRAPHY AND TRAVEL 

Andrews, Jane. Seven little sisters. Ginn. $1.20. 

Ayrton, Mrs. Al. C, Child-life in Japan and Japanese child 
stories. Heath. .28. 

Peary, Mrs. J. D. and M. A, The snow baby: Children of the 
Arctic: and, 

Peary, R. E. and M. A, Snowland folk. Stokes. $1.50 each. 

For little children. 

Price, O. W. The land we live in; the boy’s book of conserva¬ 
tion. Small. $1.50. 

Schwatka, Frederick. Children of the cold. Educational Pub¬ 
lishing Co. $1.25. 

Starr, Frederick. Strange peoples. Heath, .52. 

Peeps at many lands. Macmillan. .90 each. 

Among the best in this series are: 

Jungman. Holland. 

Grierson. Scotland. 

Browne. Greece. 

Leith. Iceland. 

Finnemore. England. 

Finnemore. Switzerland. 

Finnemore. Japan. 

Wilmot-Buxton. Wales. 

Little Schoolmate Series; ed. by Florence Converse. Dutton. 
$1.25 each. 

Dragoumis. Under Greek skies; Gaines, Treasure 
flower, a child of Japan: Green. Tl'^e laird of Glentyre; 
Bates. In sunny Spain; Haskell. Katrinka (Russia); Por- 
tor. Genevieve; Colum. A boy in Eirinn. 

Little people everywhere; ed. by E. B. McDonald and Julia 
Dalrymple. Little. .50 each. 

Among the best are: Marta in Holland; Ume San in 
Japan; Kathleen in Ireland; Gerda in Sweden; Colette in 
France. 

Little cousin series. Page. .60 each. 

The best are; 


OTHER BOOKS FOR CHILDREN 


349 


Headland. Our little Chinese cousin. 

Macmanus. Our little English cousin; Our little French cousin; 

Our little Scotch cousin. 

Nixon-Roulet. Our little Alaskan cousin. 

ANIMAL STORIES 
Wild Animals 

Breck, Edward. Wilderness pets at Camp Buckshaw. Hough¬ 
ton. $1.75. 

Roberts, C. G. D. Kindred of the wild; Haunters of the silences; 

Watchers of the trails. Page, $2 each. 

Seton, E. T. Biography of a grix^dy. Century. $1.50; Lives of 
the hunted. Scribner. $2; Wild animals I have known. 
Scribner. $2. There are school editions at .56 containing 
selections from the last two. 

Wild Animals in Captivity 

Bostock, F. R. Training of wild animals. Century. $1,20. 
Roberts, C. G. D. Kings in exile. Macmillan. $1.50. 

Velvin, Ellen. Behind the scenes with wild animals. Moffatt. 
$2. 

Domestic Animals 

Brown, John. Rab and his friends. Heath, .28. 

Ford, Sewell. Horses nine. Scribner. $1.35. 

Muir, John. Stickeen. Houghton. .75. 

Segur, S. R. comtesse de. Story of a donkey. Heath. .28. 
Sewall, Anna. Black Beauty. Crowell. .60. 

Tappan, E. M. Dixie Kitten. Houghton. $1.10. 

White, E. O. Brothers in fur. Houghton. $1. 

Animal Fairy Tales 

Bertelli, Luigi. The prince and his ants. Holt. $i. 35 - 
Kipling, Rudyard. Jungle book; Second jungle book. Century. 

Each $1.50. Just so stories. Doubleday. $1.50. 

Lagerlof, Selma. Wonderful adventures of Nils; Further ad¬ 
ventures of Nils. Doubleday. $1.50 each. 


350 THE USE OF BOOKS AND LIBRARIES 

DESCRIPTIVE NATURE BOOKS FOR CHILDREN 


Ball, R. S. Star-land. Ginn. $i. 

Darwin. Charles. What Mr. Darwin saw in his voyage around 
the world in the Ship Beagle. Harper. $3. 

Gibson, W. H. Sharp eyes; Eye spy. Harper. $3. each. 

Kefifer, C. A. Nature studies on the farm; soils and plants. 

American Book Co. .40. 

Morley, M. W. Bee people. Atkinson. .50. 

Parsons, IMrs. F. T. S. Plants and their children. American 
Book Co. .65. 

Patterson, A. J. Spinner family. McClurg. $1.25. 

Thompson, J. M. Water wonders every child should know. 
Doubleday. $1.10. 

DESCRIPTIVE NATURE BOOKS FOR ADULTS WHICH 
CHILDREN ENJOY 

Burroughs, John. Birds and bees. Houghton. .80; Bird stories. 
Houghton. $1.10; Squirrels and other fur bearers. Hough¬ 
ton. $i.ro. 

Muir, John. Mountains of California. Century. $2. 

Warner, C. D. In the wilderness. Houghton. $i.to. 

Contains “A hunting of the deer,” How I killed a bear,” 
” Camping out,” etc. 

GUIDES AND MANUALS. 

Chapman, F. AT. Bird life, a guide to the study of our common 
birds. Appleton. $2.25; Handbook of the birds of eastern 
North America. Appleton. $3.75. 

Clarke, E. C. Astronomy from a dipper. Houghton. .75. 
Parsons, Mrs. F. T. S. How to know the wild flowers. Scrib¬ 
ner. $2. 

Arranged by color. 

PHYSIOLOGY AND HYGIENE 

Hutchinson, Woods. The child’s day. Houghton. .44. 

Gulick Hygiene Series. 

Emergencies (Gulick). Ginn. .48. 


OTHER BOOKS FOR CHILDREN 


35 ^ 


Body at work (Jewett). Ginn. .60 
Good health (Jewett). Ginn. .48. 

Town and city (Jewett). Ginn. .60. 

BOOKS TELLING HOW TO MAKE AND DO THINGS 

Adams, J. H. Harper’s electricity book for boys: Harper’s in¬ 
door hook for boys; Harper’s outdoor book for boys. Har¬ 
per. $1.50 each. 

Beard, D. C. Boy pioneers, sons of Daniel Boone. Scribner. 
$1.50. 

Gives directions for organizing a Daniel Boone club, mak¬ 
ing costumes, fort, camp. etc. 

Beard, Lina and A. B. Indoor and outdoor handicraft and 
recreation for girls; How to amuse yourself and others; the 
American girls’ handy book. Scribner. $1.50 each. 

Beard, Lina and A. B. Little folk’s handy book. Scribner. $1. 
Beard, Lina and A. B. On the trail; an outdoor book for girls. 
Scribner. $1.25. 

Benton. C. F. A little cook book for a little girl; A little house¬ 
keeping book for a little girl; or, Margaret’s Saturday morn¬ 
ings. Page. .75 each. 

Cave, Edward. Boy scout’s hike book. Doubleday. .60. 

Collins, F. A. Boy’s l)ook of model aeroplanes; Second book of 
model aeroplanes. Century. $1.30 each. 

Duncan, Frances. Mary’s garden and how it grew. Century. 

$1.25. When mother lets us garden. Moffatt. .75. 

Grinnell, G. B. and Swan, E. L. ed. Harper’s camping and 
scouting; an outdoor guide for American boys. Harper. 
$1.50. 

Hall, A. N. and Perkins, Dorothy. Handicraft for handy girls. 
Lothrop.- $2. 

•Morgan, Mrs. M. E. How to dress a doll. Altemus. .50. 

Rich. G. E. When mother lets us make paper box furniture. 
Moffatt. .75. 

St. John, T. M. How two boys made their own electrical ap¬ 
paratus. St. John. $1. 

Shafer, D. C. Harper’s everyday electricity. Harper. $1. 
Sloane, T. O. Electric toy making and dynamo building. Hen¬ 
ley. $1. 


352 THE USE OF BOOKS AND. LIBRARIES 


Verrill, A. H. Harper’s book for young gardeners. Harper, 
$1.50. 

Verrill, A. H. Pets for pleasure and profit. Scribner. $1.50. 

INTERESTING OCCUPATIONS 

Bond, A. R. On the battle front of engineering. Century. 
$1.30. 

Crump, Irving. The boy’s book of firemen. Dodd. $1.25. 
Mofifett, Cleveland. Careers of danger and daring. Century. 
$1.50. ■ . 

Tells of steeple-climbers, deep sea divers, balloonists, 
bridge-builders, etc. 

Otis, James. Life savers, Dutton. $1.60. 

U. S. Life-saving service. 

BOOKS ON ART AND MUSIC 

Conway, A. E. and Sir W. M. Book of art for young people. 
Macmillan. $1.50. 

Steedman, Amy. Knights of art. Jacobs. $2. 

Chapin, A. A. Tales from Wagner. Harper. $1.25. 

Frost, W. H. Wagner story book. Scribner. $1.35. 

A FEW EASY PLAYS FOR CHILDREN 

Dalkeith, Lena, Little plays. Dutton. .65. 

Contains Sir Gareth; The Princess and the swineherd; 
Scene from Robin Hood, and others. 

McKay, C. D. House of the heart. Holt. $1.20; Patriotic plays 
and pageants. Holt. $1.30. 

Stevenson, Augusta. Children’s classics in dramatic form, 5 v. 
Howghton. V. I, .40; V. 2, .40; v. 3, .45; v. 4, .56; v. 5, .65. 

Exercise. 

I. Examine one volume from each of the following 
series: Peeps at Many Lands ; L'ittle Schoolmate Series ; 
Little People Everywhere; Little Cousin Series. Which 


OTHER BOOKS FOR CHILDREN 


353 

do you prefer and why? State the age of the child 
for whom you think each series suitable. 

2. Name a volume of history, not necessarily written 
for children, enjoyed by boys of 12-14. 

3. What do you think is the special value for children 
of each of the following books: Black Beauty (Sewall) ; 
The Jungle Book (Kipling) ; First Book of Birds 
(Miller)? 

4. Examine Harper’s Outdoor Book for Boys (Adams) 
and Mary’s Garden and How it Grew (Duncan) ; or 
Sons of Daniel Boone (Beard) and Saturday Mornings 
(Burrell). Do you think the directions for making and 
doing things simple and practical? Would these books 
make children want to do the things described? 

5. From the books listed in this chapter and in Chapter 
XX select several books about one of the following 
countries (either history, biography, stories, historical 
fiction, or all of them), which you think would be inter¬ 
esting to a child of twelve and suggest the order in which 
they should be read: Holland, England, The United 
States. 

6. What has been your experience with children in re¬ 
gard to animal stories? Have you found that they pre¬ 
fer stories of the type of Wild Animals I Have Known 
to those in the Jungle Book, or vice versa? 

7. Examine Tappan’s Letters from Colonial Children. 
What is your opinion of the value of this book? Do 
you think it would interest children and make the history 
of the colonies more vivid to them? Read selections from 
it to a class of children. 

8. What books on nature written for adults have you 
found that children enjoy? 

9. Read or examine Abbott’s Mary Queen of Scots; 


354 the use of BOOKS AND LIBRARIES 


Tappan’s In the Days of Queen Elizabeth; Henning’s 
Maid of Orleans; Lang’s Joan of Arc. What do you 
think the strong points of each one? For children of 
what age do you think each suitable? 

lo. Read one story from Scott’s Tales of a Grand¬ 
father/one from Greenwood’s ^lerrie England, and one 
from Lodge and Roosevelt’s Hero Tales from American 
History. Which seems to you the most interesting? 
Which the most successful as an historical story for 
children? Read these three stories to a class of children 
and note which they seem to prefer. 


Chapter XXII 

ILLUSTRATIONS OF CHILDREN’S BOOKS 

The Chap-Book Illustrations. — Before 'the beginning 
of the nineteenth century the books illustrated for chil¬ 
dren were few and far between. The eighteenth century 
chap-books, to be sure, with their quaint representations 
of Robinson Crusoe landing on an impossible cone-shaped 
island, his unfortunate companions, meanwhile, sinking 
in the waves in the foreground, their arms stiffly ex¬ 
tended ; of Robin Hood and Little John shooting at a 
perfectly wooden stag, resembling nothing so much as a 
hobby horse with horns, undoubtedly must have delighted 
the children of former days, whenever they fell into their 
hands, but they were intended primarily for grown peo¬ 
ple. 

Goody Tv^o Shoes. — Not until about 1765 do we find 
books which bear the marks of being written and illus¬ 
trated expressly for children. In that year the famous 
Goody Two Shoes was published by John Newbery, of 
St. Paul’s Churchyard, with illustrations: rough, crude 
woodcuts, to be sure, but interesting to children, and as 
Mr. Charles Welsh says in his preface to the Heath 
edition of this book, “ dovetailed into the story, so as to 
form an inseparable part of it.” A step in advance in 
the art of book illustration, for in the chap-books we fre¬ 
quently find the same woodcut used to illustrate totally 
dififerent scenes. 


355 


356 THE USE OF BOOKS AND LIBRARIES 


The Bewick Books. — About ten years later were 
printed what are often spoken of as the Bewick Books. 
Thomas Bewick, famed for his British Birds, and whose 
achievements in wood-engraving so far surpassed any¬ 
thing hitherto done in that line, that he may be said to 
have revolutionized the art, found time, among his other 
labors, to illustrate several books which were designed 
for children. Among them is A P^retty Book of Pictures 
for Little Masters and Misses; or, Tommy Trip’s His¬ 
tory of Birds and Beasts. Its popularity is evident from 
the fact that fifteen editions of this work were published. 
Inspired by such lines as the following (attributed to 
Oliver Goldsmith), it is not surprising that the pictures 
should be popular: 

“ The Bison though neither 
Engaging nor young. 

Like a flatt’rer can lick you 
To death with his tongue.” 

Select Fables of ^sop and Others, published in 1784, 
illustrated by Thomas Bewick and his brother John, was 
doubtless appropriated by the children, as ^.sop still is, 
but a book more interesting to us from our present point 
of view, because intended primarily for children is The 
Looking Glass for the Mind, 1792 (an adaptation of the 
French book called L’Ami des Enfants), with cuts by 
John Bewick. In this we find truly delightful pictures 
of “ Little Adolphus ” out walking with Mamma, of 
“ Little Anthony ” in lace collar and tiny coat-tails, stand¬ 
ing on a straight-backed, old-fashioned chair to examine, 
with interest, what appears to be a large thermometer, 
and of other exemplary infants. The interior scenes in 
these pictures are really charming, and must have de- 



, ILLUSTRATED BOOKS 


357 


lighted children, who like the feeling that they are get¬ 
ting inside a house.^ John Bewick also illustrated a num¬ 
ber of other books for children, and his cuts, Mrs. Field 
tells us, “ are typical of a great number of the ilhrstra- 
tions that decorated the children’s books of his day and 
of the first fifteen or twenty years of our century.’’ - 

William Blake.— In 17^7 came an event of real im¬ 
portance in the history of illustrated books for children, 
the appearance of the Songs of Innocence, written and 
illustrated by William Blake. 

Tales from Shakespeare.— In 1807, Tales from 
Shakespeare, by Charles and Mary Lamb, were pub¬ 
lished, illustrated with twenty plates designed by Mul- 
ready and engraved by William Blake. The Tales were 
published by William Godwin, famous as author of Po¬ 
litical Justice, during the time, when, on advice, and with 
the active co-operation of the second Mrs. Godwin, he 
was carrying on the business of a book-seller and pub¬ 
lisher. These plates were evidently not made for chil¬ 
dren, but were pressed into service, and selected by Mrs. 
Godwin, for whom Lamb entertained a cordial dislike. 
In the Letters of Charles Lamb, edited by Alfred Ainger, 
we find Lamb expressing his opinion of these plates to 
Wordsworth, as follows: “ We have booked off from 

Swan and Two Necks, Lad LanCj^this day (per Coach) 
the Tales from Shakespeare. You will forgive the plates, 
when I tell you they were left to the direction of God¬ 
win, who left the choice of subjects to the bad baby (a 
familiar nickname for Mrs. Godwin), who from mischief 
(I suppose) has chosen one from-beastly vul- 

1 For reproductions of some of the illustrations in the Looking glass for 
the mind, see White, Children’s books and their illustrators, p. 7. 

2 Child and his book, p. 302. 



358 THE USE OF BOOKS AND LIBRARIES 


garity (vide. Merch. Venice) where no atom of au¬ 
thority was in the tale to justify it; to another has given 
a name which exists not in the Tale, Nic Bottom, and 
which she thought would be funny, though in this I sus¬ 
pect his hand, for I guess her reading does not reach far 
enough to know Bottom’s Christian name; and one of 
Hamlet and grave-digging, a scene which was not hinted 
at in the story, and you might as well have put King 
Canute the Great, reproving his courtiers. The rest are 
giants and giantesses.” And he closes with, “ So much, 
only begging you to tear out the cuts and give them to 
Johnny, as ‘Mrs. Godwin’s Fancy’!!” The editor adds 
in a note that the illustration to the Midsummer Night’s 
Dream bore the title, “ Nic Bottom and the Fairies,” and 
that “ in spite of Lamb’s objection to this latter, it is by 
far the best of all the illustrations, both in design and 
drawing, and indicates very clearly the hand of Blake.” ^ 

This somewhat peppery outbreak on the part of Lamb 
shows that he for one felt strongly on the subject of illus¬ 
trations for children, and makes us long to know what he 
would have said of the modern illustrated editions of the 
Tales from Shakespeare. Even if the pictures did not al¬ 
ways suit his fancy, he would no doubt appreciate the 
care and pains which artists spend in trying to make illus¬ 
trations worthy to be associated with the Tales. 

The Paths of Learning.— In 1820 there was pub¬ 
lished by Harris and Son, a volume entitled. The Paths 
of Learning Strewed with Flowers; or, English Gram¬ 
mar Simplified. From the illustrations in this book, Mr. 
Gleeson White, in his Children’s Books and Their Illus¬ 
trators, suggests that Miss Greenaway drew her inspira¬ 
tion. 


Letters of Charles Lamb, ed. by Alfred Ainger, n.d., v. i, p. 241-42. 


ILLUSTRATED BOOKS 


359 


Cruikshank.— In 1824 appeared the first series of 
Grimm’s Popular Stories, illustrated by Cruikshank, fol¬ 
lowed in 1826 by the second series. When we look at 
reproductions of these droll, spirited and altogether 
inimitable etchings, we wonder if, after all, the present 
day illustrators of Grimm have not been wasting their 
labor; although, there are, to be sure, several recent sets 
of pictures for Grimm, which we should be reluctant to 
give up. 

Richard Doyle.— Another artist who drew elves and 
fairies with great success, and is naturally mentioned 
with Cruikshank, though somewhat later in date, is Rich¬ 
ard Doyle, perhaps even better known for his famous 
cover design for Punch, than for the numerous children’s 
books which he illustrated. The circle of dancing, climb¬ 
ing, swinging elves which furnish a background for gro¬ 
tesque Mr. Punch and his dog Toby, shows with what 
spirit and skill this artist could depict the “ little people.” 

Many more titles than those mentioned here should be 
enumerated in order to give anything like a complete 
history of children’s illustrated books up to the beginning 
of the Victorian Period. Those cited, have seemed, on 
the whole, the most interesting and noteworthy exam¬ 
ples. Besides these, however, there was a large number 
of books in which the illustrations were looked upon 
merely as a necessary adjunct to the text. They show 
little artistic ability and betray the fact that the illus¬ 
trators were not really interested in making an appeal to 
children. 

Summerley’s Home Treasury.— Somewhere about 
1844, however, a series of books was published by Mr. 
Joseph Cundall, called Summerley’s Home Treasury, 
originated by Sir Henry Cole, the founder of the South 


36o the use of books AND LIBRARIES 


Kensington Museum, whose pseudonym was Felix Suni- 
merley. Most of the books in this series are now for¬ 
gotten; the important thing for us to notice is this state¬ 
ment in the prospectus (quoted by Mr. White in his 
Children’s Books and Their Illustrators) : “All will be 
illustrated but not after the usual fashion of children’s 
books, in which it seems to be assumed that the lowest 
kind of art is good enough to give first impressions to a 
child. In the j^resent series, though the statement may 
perhaps excite a smile, the illustrations will be selected 
from the works of Raffaelle, Titian, Hans Holbein, and 
other old masters. Some of the best modern artists 
have kindly promised their aid in creating a taste for 
beauty in little children.” This series seems a bridge 
from the period when chance had a good deal to do with 
the illustrations for children’s books, to the modern period, 
when we find a careful catering to the taste and under¬ 
standing of the child. 

Later Illustrators.— From now on there lies before 
us a delightful succession of illustrations for children. 
The earliest group of names which stands out consists of 
Kate Greenaway, Walter Crane and Randolph Caldecott. 

Kate Greenaway.— None of us need any introduc¬ 
tion to Miss Greenaway. Her quaint formal gardens, 
her dainty, mob-capped, little maids on the daisy-sprinkled 
turf; the laughing babies held by older maidens in grace¬ 
ful, short-waisted gowns; the proper little boys, in their 
wide collars, are all as familiar to us as though they were 
part of our actual experience. The soft tints suggest 
the Spring of the English poets and the pictures are full 
of the joyousness of happy-hearted childhood. 

Caldecott.— Randolph Caldecott is an illustrator of 
a more robust type. His best known work consists of 


ILLUSTRATED BOOKS 


361 

the series of sixteen picture books, including The Divert- 
ing History of John Gilpin, The House That Jack Built, 
The Three Jovial Huntsmen, and others. Here we have 
life in Merrie England, depicted with a breezy, out-of- 
doors atmosphere and a rollicking spirit of fun. His 
pictures have the minute detail which children love, and 
show an irresistible sense of humour. 

W alter Crane.— Walter Crane’s illustrations are al¬ 
ways decorative in effect and some people think them 
confusing for children. Others, while admitting this 
decorative and formal quality, maintain that with it Crane 
combines other characteristics which make him particu¬ 
larly appealing to children. Mr. Wdiite says of him, “ he 
is the true artist of fairyland, because he recognizes its 
practical possibilities, and yet does not lose the glamour 
which never was 911 sea or land.” It is true of him as of 
Arthur Hughes that “ his work is evidently conceived 
with the serious make-believe that is the very essence of 
a child's imagination.” Mr. G. K. Chesterton recognizes 
this same taste in children, when in' criticising another 
artist, in the London Nation, he speaks of “a certain 
mixture of solid impossibility and exact detail which is 
the thing children love most.” Crane’s Picture Books 
are very popular, at any rate, in the libraries and are 
soon worn out by eager little readers. His Baby’s 
Opera, Baby’s Bouquet, and Baby’s Own ^Esop are also 
well known. The Grimm’s Tales, illustrated by him, are 
deservedly popular and there is a nobility and idealism 
about his illustrations for Hawthorne’s W^onder Book 
which make us glad to put it into the hands of children. 

Other Illustrators.— A very delightful, though less 
famous illustrator, is Arthur Hughes, best known for 
his pictures in George MacDonald’s At the Back of 


362 THE USE OF BOOKS AND LIBRARIES 


the North Wind, The Princess apd the Goblin, Gutta 
Percha Willie, and others. Reprints of these are now 
published by Blackie in England, and in the case of one 
of them. The Princess and the Goblin, the Lippincott 
reprint contains the original wood engravings as well as 
new illustrations in color by Maria Kirk. It was Mr. 
Hughes who made most of the pictures for the first illus¬ 
trated edition of Tom Brown’s School Days, and he also 
is responsible for the attractive illustrations in Christina 
Rossetti’s Sing Song. 

Another of the older illustrators whose work had great 
charm is “ E. V. B.,” otherwise known as the Hon. Mrs. 
Boyle. It is a pity thkt her work should be so little 
known nowadays. Her Child’s Play was first printed in 
1858 and reprinted in the ’8o’s, but neither it nor the 
Andersen Fairy Tales with her illustrations are now in 
print. Her pictures have a unique charm which it is 
hard to analyse. There is a naive simplicity about them 
and a quality which one is tempted to call tangible. We 
feel sure that we could pick up her charming, round 
babies, or walk into the delightful kitchen pictured in 
the Ugly Duckling, and with all this there is a distinct 
strain of poetry. 

Tenniel’s immortal Alice and her delightful train are 
too well-known to need mention. 

Boutet de Monvel’s Joan of Arc is a book which every 
child should know. In this volume there are drawings 
not only full of life and perfect in detail, but at the same 
time so simple that even very little children enjoy them. 
There is. also, animating these drawings, the spirit of 
hero-worship for one of the noblest and most romantic 
figures of history and one which is very appealing to 
children. Of Boutet de Monvel’s drawings for children, 


ILLUSTRATED BOOKS 


363 


William Downs says in his Twelve Great Writers: 
“ The drawings of children made by Boutet de Monvel 
for juvenile books are marvels of naturalness. In them 
are seen types of every imaginable sort of youngster 
under the sun except the type of precocity and pedantry. 
They are charming because they are so human, genuine 
and care free. The present generation of French chil¬ 
dren, brought up on such wholesome and exhilarating 
pictures as these, may well be envied.” 

Present Day Illustrators of Children’s Books.— 
Coming down to the immediate present, we are over¬ 
whelmed by an embarrassment of riches. The names of 
a dozen delightful illustrators of children’s books might 
be mentioned offhand and they would by no means ex¬ 
haust the list. But unfortunately not all of the illustra¬ 
tions designed for children’s books reach the high grade 
maintained by the work of these artists. 

Dangers in Illustrated Books for Children.— The 
flood of illustrated juveniles each year gives rise to sev¬ 
eral dangers. The first and most obvious is that medi¬ 
ocre and worthless text may float by means of its illus¬ 
trations ; second, that pictures of a quality more or less 
suggestive of the comic supplement, may be counte¬ 
nanced ; and third, and most difficult to discern, that 
pictures, which, perhaps thoroughly artistic in them¬ 
selves, but conceived from the adult’s rather than the 
child’s point of view, may be approved and accepted. 

The first and second difficulties confuse the parent or 
friend anxious to find a suitable Christmas gift more 
than the teacher, and these friends and parents often 
only need to have the really good book brought to their 
notice to make them realize the difference between Foxy 
Grandpa and Clean Peter; or between Buster Brown 


364 THE USE OF BOOKS AND LIBRARIES 


and the Book of Cheerful Cats by J. G. Francis, to cite 
an example which certainly rivals Buster Brown in popu¬ 
larity. 

With the awful warning before us of the Comic Sup¬ 
plement, and its disheartening popularity if admitted by 
some mischance to the Children's Room, one would sup¬ 
pose the second danger might be easily avoided. Such, 
however, is not the case. Now and again a book appears 
which appeals to us by the bright coloring, the simplicity 
of the pictures; it seems sure to be popular with the 
children, and, indeed, too often proves so, and we are 
blind to the slight lowering of tone, the touch of vul¬ 
garity. This is the more likely to happen when the book 
is a nursery classic in which a certain amount of exag¬ 
geration is customary and permissible. Such a book is 
Mother Goose, edited by Jerrold and illustrated by Has- 
sall (published by Dodge in 1909). The collection of 
rhymes is good and comprehensive, but it is hopelessly 
marred by the illustrations; the full-page pictures are 
almost without exception highly objectionable in tone as 
well as crude and staring in coloring, and while those in 
black and white are better and some of them clever, even 
among these, examples of vulgarity and crudeness pre¬ 
dominate. After looking at Bessie Bell and Mary Gray, 
who remind us of Mrs. Katzenjammer in the New York 
World and Journal, at Cock Crow, and the Man in the 
Moon, at the unpleasant caricature of Mother Hubbard, 
we wonder how any one could willingly put this book 
into a child’s hands. The harsh colors and primitive 
lines are those of the modern cheap process; they lack 
both the depth of tint and the naive irregularity of im¬ 
pression which lent a certain charm and humorous indi¬ 
viduality to the colored cuts in the old-fashioned books 


ILLUSTRATED BOOKS 


365 


for children. Though often crude caricatures, they were 
generally genial in quality, or, if they satirized an evil, it 
was with honest scorn and not with the leer that disfig¬ 
ures many of these modern drawings. As an instance of 
this we may turn to the illustrations in Dr. Hoffman’s 
Struwelpeter. Published years ago, it still holds its own 
in the children’s hearts, and rightfully, for here we find 
humour rather than horseplay, and a spirit of kindliness 
rather than a sneer. 

It is undeniable that for children the grotesque has a 
charm all its own, but it is only necessary to glance at 
Thackeray’s Countess Gruflfanuff, as she simpers and 
ogles behind her fan, in the Rose and the Ring, or at the 
expansive and resplendent Bulbo himself, to see how true 
humour never descends to vulgarity and commonness. 
Fortunately we need be at no loss for illustrated editions 
of Mother Goose rhymes which are free from ofifensive 
qualities. Kate Greenaway’s dainty volume and the edi¬ 
tions illustrated by Leslie Brooke and Arthur Rackham 
are delightful, while with the children, the more old-fash¬ 
ioned illustrations of the Mother Goose Melodies, edited 
by Wheeler, and published by Houghton, have as yet 
by no means been superseded. 

Archaic Style in Pictures.— Children still like old- 
fashioned pictures, perhaps because they are not unlike 
the way in which they themselves try to represent an 
object, and for this reason pictures which imitate an 
archaic style are popular. Thus the Pilgrim’s Progress, 
illustrated by the Rhead brothers (Century), is pored 
over until the pages fall to pieces; the Harper edition 
of the Swiss Family Robinson gains added popularity 
from its illustrations by the same hands. A charming 
example of this style of illustration is ofifered in Miss 


366 THE USE OF BOOKS AND LIBRARIES 


Hillock’s Little Lame Prince, illustrated by Hope Dun¬ 
lap, and with the added attraction of excellent colouring. 
The companion volume, the Pied Piper, published in 
1910, is equally successful. It is hard to choose between 
this and the edition with the Greenaway illustrations. 
On the other hand, Howard Pyle is an illustrator using 
the archaic method, whose pictures, delightful as they 
are, sometimes confuse children. This perhaps is be¬ 
cause his treatment is often too complicated to be readily 
grasped by the child: he attempts to give a decorative 
effect rather than to present an individual hero. It is 
nevertheless good training for children to become famil¬ 
iar with these very charming and humorous drawings, 
though at first they may be less popular with them than 
more simple ones. 

Childlike Quality in Illustrations.— The difficulty of 
discriminating, in books intended for children, between 
pictures which represent the child’s point of view and 
those which are drawn from the adult’s standpoint, is a 
far more interesting one. It is not only necessary to 
have artistic colouring and spirited drawing to make the 
ideal illustration for a child’s book; a certain childlike 
quality of imagination is also requisite. If we think of 
the work of the three famous illustrators mentioned 
above, Kate Greenaway, Caldecott, and Crane, we see 
that it possesses this quality in a high degree. 

An excellent example of recent illustrations which 
give local colour and atmosphere and yet maintain the 
child’s point of view is found in the Robin Hood Bal¬ 
lads, illustrated by Lucy Fitch Perkins (Dandelion 
Classics), and published by Stokes. Those in a Midsum¬ 
mer Night’s Dream in the same series are perhaps even 
superior in colouring and appropriateness. The draw- 


ILLUSTRATED BOOKS 


367 


ings in The Children’s Shakespeare by Alice Spencer 
Hoffman are nearly all that could be desired and add 
much to its popularity. Walter Crane’s picture books 
have already been spoken of. They have the advantage 
of combining picture books with the old favorites, Cin¬ 
derella, Puss-in-Boots, Bluebeard, and others, of which 
the library can hardly have too many copies. Leslie 
Brooke is an illustrator who catches admirably the spirit 
of the old fairy tales, in his “ Three Bears,” “ Golden 
Goose.” “ House in the Wood,” and others, and whose 
delightfully humorous drawings appeal particularly to 
little children. 

A very successful book, from the point of view of its 
illustrations, is Robinson Crusoe, illustrated by E. Boyd 
Smith (Houghton, 1909). The pictures are well drawn, 
excellent in colouring, full of the detail which children 
love, and particularly satisfactory because of their ap¬ 
propriateness to the text. Mr. Smith’s illustrations for 
the Last of the Mohicans (Holt), are equally successful; 
His Farm Book, published in 1910, is a thoroughly sat¬ 
isfactory picture book for little children. 

One would suppose that in the illustrating of fairy 
tales and wonder stories artists would at once find them¬ 
selves starting from the child’s standpoint, but such is 
not always the case. While Rackham’s illustrations for 
Grimm are sufficiently childlike, his Undine is the 
grown-up’s rather than the child’s water fairy. This 
may be an unfair example, since Lhidine is not primarily 
a child’s book, but Maxfield Parrish’s drawings in Eu¬ 
gene Field’s Poems of Childhood are not all childlike 
or for children, and indeed, it may reasonably be feared 
that the picture, “ Seeing Things at Night,” would terrify 
a nervous child. Perhaps because the Child’s Garden 


368 THE USE OF BOOKS AND LIBRARIES 

of Verses is more truly in tune with childhood than 
Field’s Poems, the illustrations for the former, by Jessie 
Wilcox Smith in the Scribner edition of those 

in the less expensive Scribner edition of 1909, are more 
appropriate for the children’s room. 

A series of illustrations which are almost perfect from 
this point of view are those in a book of fairy tales by 
Isabel Anderson, The Great Sea Horse. It is a pity 
that the stories themselves are but moderately successful 
for the pictures are exceptional, being not only beautiful 
in colouring and spirited in drawing, but representing 
just what a child sees, or wishes to see. The Great Sea 
Horse as he rolls in from the waves, the Moon Baby as 
he frisks down the path in a ray of moonlight, the fairy 
who hovers over the water lily cup, are such sights as a 
child has seen or made believe to see. A delightful little 
volume, not so well known on this side of the ocean as 
it deserves to he, which admirably catches the spirit of a 
child’s “ let’s pretend,’’ is Maurice Baring’s Forget-me- 
not and Lily of the Valley (Nisbet). The illustrations 
are full of original fancy and delicate touches of humour. 

As a test of the childlike in illustrations for the won¬ 
der story nothing is better than to turn back to Tenniel’s 
ever delightful drawings for Alice in Wonderland, and 
llirough the Looking Glass, and to recall our own de¬ 
light over the Duchess, the Cheshire Cat, slowly vanish¬ 
ing and ending with the grin, and Alice herself, strug¬ 
gling to adapt her varying sizes to her surroundings. 
These have the child’s point of view, the child’s humour, 
and a clean and wholesome caricature, and, it is to be 
hoped, will never be supplanted by the more burlesque 
and grown-up illustrations of Peter Newell. 


ILLUSTRATED BOOKS 


369 


Suggested Reading. 

Dobson, Austin. Kate Greenaway, in De libris. igo8, p, 93-104. 

Field, Mrs. E. M. Some illustrators of children’s books, -in The 
Child and his book. 1891, chapter 14. 

Field, W. T. The illustrating of children’s books, in Finger¬ 
posts to children’s reading. 1911, chapter 9. 

Hunt, C. W. Picture books for children. Outlook, v. 96, p. 739- 
45, November 26, 1910. 

Olcott, F. J. Picture books and illustrators, in Children’s read¬ 
ing. 1912, chapter 5. 

Sketchley, R. E. D. Some children’s-hooks illustrators, in Eng¬ 
lish book illustration of today. 1903, chapter 4. 

White, Gleeson. Children’s hooks and their illustrators. (Spe¬ 
cial winter number of the International Studio, 1897-8.) 

PICTURE BOOKS AND ILLUSTRATED EDITIONS 
Mother Goose 

Mother Goose melodies; ed. by W. A. Wheeler. Houghton. 

$1.50 

Delightful old-fashioned woodcuts. 

Nursery rhyme book; collected by Andrew Lang and illus. by 
Leslie Brooke. Warne. $1.50. 

Mother Goose; or. The old nursery rhymes, illus. by Kate Green¬ 
away. Warne. $r. 

Contains 44 rhymes. 

Only true Mother Goose; introd. by Edward Everett Hale. 
Lothrop. .60. 

Facsimile of the edition published in Boston in 1834. 

Mother Goose; the old nursery rhymes, illus. by Arthur Rackham. 
Century. $2.50. 

12 illustrations in color, more than 60 in black and white. 

The complete ^Mother Goose; illus. by Ethel Betts. Stokes. 
$1.50. 

Charming though modernized pictures in color. 

Book of nursery rhymes; being Mother Goose’s melodies ar¬ 
ranged by Charles Welsh. Heath. .40. 


370 TM1£ USE OF BOOKS AND LIBRARIES 


Picture Books 

Adelborg, Ottilia. Clean Peter and the children of Grubbylea. 
Longmans. $1.25. 

^sop. Failles, a new translation by V. S. V. Jones, with an in- 
trod. by G. K. Chesterton, and illns. by Arthur Rackham. 
Doubleday. $2. 

13 colored plates and many black and white drawings. 
.<?Lsop. Baby's own ^Dsop by Walter Crane. Warne. $1.50- 
Baring, Maurice. Story of Forget-me-not and Lily-of-the-valley. 
Nisbet. 2 s. 

Boutet de Monvel, L. M. Joan of Arc. Century. $ 3 - 50 * 

Brooke, L. L. Johnny Crow’s garden; Johnny Crow’s party. 
Warne. $1.25 each. Golden goose book. Warne. $3. 

Contains Golden goose. Three bears, Tom Thumb. Each 
story is sold separately in paper. Also the first two bound 
together and the last two bound together. 

Browning, Robert. Pied piper of Hamelin; illus. by Hope Dun¬ 
lap. Rand, AlcNally. $1.25. 

Browning, Robert. Pied piper of Hamelin; illus. by Kate 
Greenaway. Warne. $1.50. 

Burgess, Gelett. Goops and how to be them. Stokes. $1.50. 
Caldecott, Randolph. Caldecott's picture book, number one (John 
Gilpin, Three jovial huntsmen, Elegy on the death of a mad 
dog) ; Caldecott’s picture book, number two (House that 
Jack built. Sing a song of sixpence, Queen of hearts) ; Hey 
diddle diddle picture book; Panjandrum picture book. 
Warne. $1.25 each. Miniature edition. .50 each. 

Carrick, Valery. Picture tales from the Russian. Longmans. 

$1. 

Crane, Walter. Picture hooks, g v. Lane. $1.25 each. 

Cinderella’s picture book; Mother Hubbard, her picture 
book, etc. Each volume contains three stories, the separate 
parts may be had in paper at .25 each. 

France, Anatole. Girls and boys; illus. by Boutet de Monvel. 
Duffield. $2.25, 

The French edition is published by Hachette. 

Francis, J. G. Book of cheerful cats. Century. $1.00. 
Greenaway, Kate. Marigold garden; Under the window. 
Warne. $1.50 each. 


ILLUSTRATED BOOKS 


371 


Hoffmann, Heinrich, Slovenly Peter. Winston. $1.00. 

La Fontaine, Jean de. Fables, adapted and illustrated by Boutet 
de Monvel. Brentano, $2.25. 

Lucas, E. V. Four and twenty toilers; pictures by F. D. Bedford. 
30 Church St. New York, McDevitt-Wilson, 1912. $1.75. 

Moore, C. C. 'Twas the night before Christmas; illus. by Jessie 
Wilco.x Smith. Houghton. $t.oo. 

12 colored plates. 

Potter, Beatrix. Tailor of Gloucester; Peter Rabbit; Benjamin 
Bunny% Warne. ,50 each. 

Sage, Betty. Rhymes of real children; illus. by Jessie Wilcox 
Smitli. Duffield. $1.50, 

Smith, E. B. The farm book; The seashore book; The railroad 
book. Houghton. $1.75 each. The chicken world. Put¬ 
nam, $1.50. 


Illustrated Editions 

Andersen, H. C. Fairy tales, tr. by Mrs. E. Lucas; illus. by 
Thomas, Charles and William Robinson. Dutton. $3. 
Andersen, H. C, Fairy tales, tr. by Mrs. E. Lucas; illus. by 
Maxwell Armfield. Dutton. $3. 

Arabian nights; ed. by K. D. Wiggin and N. A. Smith, illus. by 
Maxfield Parrish. Scribner. $2.50. 

Bunyan, John. The pilgrim’s progress; illus. by Rhead Brothers. 
Century. $1.75. 

Carroll, Lewis. Alice in Wonderland and Through the looking 
glass; illus. by Sir John Tenniel. Macmillan. $1.50. 

Craik, Mrs. D. M. Little lame prince; illus. by Hope Dunlap. 
Rand, McNally. $1.25. 

Cooper, J. F. Last of the Mohicans; illus. by E. Boyd Smith. 
Holt. $1.35- 

Dana, R. H. Two years before the mast; illus. in color by E. 
Boyd Smith. Houghton. $1.65. 

Dana, R. H. Two years before the mast; illus. by Charles Pears. 
Macmillan. $2. 

Defoe, Daniel. Robinson Crusoe; illus. by E. Boyd Smith. 
Houghton. $1.65, 

Defoe, Daniel. Robinson Crusoe; illus, by Louis Rhead. Har¬ 
per. $1.50. 


372 THE USE OF BOOKS AND LIBRARIES 


Grimm, J, L. and W. K. Household stories; illus. by Walter 
Crane. Macmillan. $1.75. 

Grimm, J. L. and VV. K. Fairy tales; illus. by Arthur Rackham. 
Doubleday. $2.50. 

Grimm, J. L. and W. K. Popular stories with illustrations by 
Cruikshank. Oxford Press. .75. 

Hawthorne, Nathaniel. Wonder book for boys and girls; with 
60 designs by Walter Crane. Houghton. $3; Tanglewood 
tales: illus. by G. W. Edwards. Houghton. $2.75. 
Hawthorne, Nathaniel. Wonder book and Tanglewood tales for 
girls and boys; illus. by Maxfield Parrish. Dufheld. $2.50. 
Hughes, Thomas. Tom Brown’s school-days; with illustrations 
by E. J. Sullivan. (Cranford edition.) Macmillan. $2.50. 
Hughes, Thomas. Tom Brown’s school-days; illus. by Louis 
Rhead. Harper. $1.50. 

Kingsley, Charles. The heroes; illus. by T. H. Robinson. Dut¬ 
ton. $3. 

Kingsley, Charles. The water babies; illus. by W. Heath Robin¬ 
son. Houghton. $2; illus. by Jessie Wilcox Smith, Dodd. 

$3. 

Lagerlof, Selma. Wonderful adventures of Nils; illus. by M. H. 
Frye. Doubleday. $2.50. 

24 illustrations in color. 

Lamb, Charles and Mary. Tales from Shakespeare; illus. by N. 
M. Price. Scribner. $2. 

Lamb, Charles and Mary. Tales from Shakespeare; illus. by 
Arthur Rackham. Dutton. $3. 

LaMotte-Fouque, F. H. K. Undine; illus. by Arthur Rackham. 
Doubleday. $3. 

Lanier, Sidney. The boy’s King Arthur; illus. by N. C. Wyeth. 
Scribner. $2.50. 

Macdonald, George. At the hack of the North wind; The prin¬ 
cess and the goblin ; illus. by Arthur Elughes. Blackie (Eng¬ 
land). 3s 6d each. 

IManning, Anne. The household of Sir Thomas More; illus. by 
C. E. Brock. Dutton. $2. 

Perkins, IVIrs. L. F. comp, and illus. Robin Hood, his deeds and 
adventures as recounted in the old English ballads. (Dande¬ 
lion classics.) Stokes. $1.50. 


ILLUSTRATED BOOKS 


373 

Pyle, Howard. Pepper and salt. Harper. $1.50; Wonder clock. 

Harper. $2. 

Charming' woodcuts by the author. 

Rossetti, Christina. Sing song; illus. by Arthur Hughes. Mac¬ 
millan. $1.25. 

Scott, Sir Walter. Ivanhoe; illus. by E. B. Smith. Houghton. 

$2.50. 

13 illustrations in color, three of them covering two pages 
each. 

Shakespeare, William^ As you like it; illus. by Hugh Thomson. 

Doran. $2; Midsummer night’s dream; illus. by Arthur 
Rackham. Doubleday. $2; The tempest; illus. by Edmund 
Dnlac. Doran. $2; Twelfth night; illus. by W. Heath Rob¬ 
inson. Doran. $2. 

Stevenson. R. L. The black arrow, illus. by N. C. Wyeth. Scrib¬ 
ner. $2.50. 

Stevenson. R. L. Child’s garden of verses; illus. by Jessie Wil¬ 
cox Smith. Scribner. $2.50. 

Stevenson, R. L. Child’s garden of verses; illus. by Charles Rob¬ 
inson. Scribner. $1.50. 

Stevenson, R. L. Kidnapped ; illus. by X. C. Wyeth. Scribner. 

$2.25. 

14 colored plates. 

Stevenson, R. L. Treasure island; illus. by N. C. Wyeth. 
Scribner. $2.50. 

14 colored plates. 

Swift, Jonathan. Gulliver’s travels : illus. by Louis Rhead. Har¬ 
per. $1.50. 

Swift, Jonathan. Gulliver’s travels; illus. by C. E. Brock. 

(Cranford edition.) Macmillan. $i. 75 ' 

Thackeray, W. M. The rose and the ring; with illustrations by 
the author. Macmillan. .50. 

Van Loon. H. W. History with a match, being an account of tbe 
earliest navigators and the discovery of America. McKay. 

$r.50. 

Wyss, J. D. Swiss family Robinson; illus. by Louis Rhead. 

Harper. $1.50. % 


374 the use OE BOOKS AND LIBRARIES 


Exercise. 

1. Name an illustrated book which you have found to 
be very popular with little children. What do you think 
are the elements in its pictures which appeal to children? 

2. Look over the editions of Mother Goose listed at 
the end of the chapter. Which do you think most suit¬ 
able for children? Which do you personally like best? 

3. Mention an instance in which you have found 
humour in illustrations appreciated by children. 

4. Examine the Robinson Crusoe illustrated by Louis 
Rhead (Harper), and the one illustrated by E. Boyd 
Smith (Houghton). Which do you think children would 
prefer? Show both editions to the same group of chil¬ 
dren and note their preference. 

5. Mention several books which might be used as sub¬ 
stitutes for the Comic Supplement. 

6. Do you find that children over twelve are much 
interested in the illustrations in their books? Have you 
ever found that a book little used by the children be¬ 
comes popular through an attractively illustrated edition? 
If so, cite the instance. 

7. Mention a book for children (other than those 
cited in this chapter) in which it seems to you that the 
illustrations are not childlike in tone. 

7. Mention three illustrated books which you would 
suggest for a High School Library for the sake of the 
value in artistic training which familiarity with their pic¬ 
tures will give. 


Chapter XXIII 

CHOICE OF EDITIONS; CHILDREN’S MAGA¬ 
ZINES; SOME LISTS OF CHILDREN’S 
BOOKS 

Choice of Editions.— Too little attention is paid, as 
a rule, to the form and appearance of the books we 
would have children read. The cover, the pictures, the 
very look of the page, influence a child in his choice of 
a book. “ What is the use of a book without pictures 
and conversations?” thought Alice in Wonderland, and 
many other Alices have thought the same thing. Any 
teacher may easily try the experiment of putting two 
different editions of the same book in the classroom 
library. The little dull colored, small type Robinson 
Crusoe with a text-book air, will stand on the shelf, 
while the edition with a bright cover, large type and 
plenty of pictures will be snapped up at once as a de¬ 
sirable prize. Children’s librarians will tell you of the 
little used book, that on returning from the bindery in 
a fresh red cover, starts out on a career of popularity. 
Cover and pictures alone will not make a book popular, 
but a dull looking exterior will certainly cause many a 
treasure to lie undiscovered. 

Beautiful Books Cultivate the Artistic Sense.— 
Grown-up people who frequently read a novel with 
scarcely a glance at the illustrations, forget how much 
pictures mean to the child. Good illustrations are one 
of the few means at our command to-day, to cultivate 

375 


376 THE USE OF BOOKS AND LIBRARIES 


something of artistic appreciation in the great mass of 
children. The fine, large, illustrated editions, such as 
those listed in the foregoing chapter, are expensive it is 
true, and vve cannot afford to have even all the classics 
for children in that form; but one or two such volumes 
should be in every classroom library, that the children 
may have an opportunity to know what a fine and beau¬ 
tiful thing a book may be. 

School Series.-^ There are several excellent series, 
published with supplementary reading in view, such as 
Houghton’s Riverside School Library; Heath’s Home 
and School Classics; Ginn’s Classics for Children; and 
the American Book Company’s Eclectic Readings. They 
are durably bound, well printed on good paper, and fre¬ 
quently illustrated. In buying school and classroom 
libraries we shall include many books of these series, 
but a library furnished entirely with volumes of this 
character will certainly fail to interest the child. Often 
when cost must be considered an inexpensive edition 
may be found which will add variety to the shelves. 
For example, many standard juveniles are to be had in 
Everyman’s Library (Dutton. 6o cents). These are in 
reinforced bindings with plain but attractive covers, and 
many of them illustrated. 

Help in Selecting Editions for Children.—A brief 
list of good illustrated editions is given on page 37iff; 
help will be found in the Lists of Children’s Books given 
in this chapter; and Miss Olcott in her Children’s Read¬ 
ing pays especial attention to editions. In the case of 
standard authors for the school library (such as Scott, 
Longfellow, etc.) consult How to Choose Editions, by 
W. E. Foster, with introduction by Martha T. Wheeler. 
A. L. A. Publishing Board. 15 cents. 


EDITIONS, MAGAZINES, LISTS 


377 


Children’s Magazines.— The only children’s maga¬ 
zines which merit serious consideration are St. Nicholas 
and the Youth's Companion. St. Nicholas is published 
monthly and contains besides short stories and serials, 
poems and jingles, and articles on biography, history, 
nature and travel. A few pages in each issue are 
planned especially for little children. St. Nicholas be¬ 
gan publication in 1873; Howard Pyle, Tudor Jenks, 
Mrs. Mary Mapes Dodge (who was its first editor) and 
many other well known names are found in the list of 
contributors. Pikki-tikki-tavi and others of the Jungle 
Book stories were first published in St. Nicholas. It 
has maintained its standard of excellence exceptionally 
well. The illustrations in St. Nicholas are unusually 
good: there are many in black and white, and frequently 
a colored plate. It is published by the Century Com¬ 
pany, New York, at $3 a year. 

The Youth's Companion is a weekly. It contains 
serials and short stories of merit, articles on current 
events, science, history, biography, and anecdotes. 
There is a page of stories, rhymes and pictures for little 
children and, in recent years, a special page for girls, in¬ 
cluding arts and crafts and domestic economy. It is 
illustrated. It began publication in 1827 and has en¬ 
joyed great popularity. Perry, Mason and Company,. 
Boston, $2. 

Boys' Life is the official organ of the Boy Scouts of 
America. The stories though often mediocre are whole¬ 
some in tone. 

Adult Magazines Enjoyed by Children.— A few of 
the adult magazines such as Outing, Popular Mechanics, 
Popular Science, and the Scientific American, are popular 
with boys. It is doubtful wisdom to encourage more 


378 THE ESE OE BOOKS AND LIBRARIES 


magazine reading than this on the part of children, since 
this is a magazine reading age and children, as they grow 
older, are but too apt to acquire the habit of reading 
magazines and newspapers rather than books. 

Lists Helpful in Selecting Children's Books 

Bacon, Corinne. Children’s catalog of 3500 books, a guide to the 
best reading for boys and girls; based on 54 selected library 
lists and bulletins, arranged under author, title and subject 
with analytical entries for 7000 volumes. H. W. Wilson Co. 
$6. There are two other editions including 1000 and 2000 
titles respectively. Too comprehensive for a guide in selec¬ 
tion. Valualde for its annotations and subject index. 
Brooklyn Public Library. Books for boys and girls approved for 
use in its children’s room,' Ed. 4. 1916. 

About 2300 titles. A list for the average public school 
child of primary and lgrammar grades.’’ Arranged by, sub¬ 
ject. An author list gives publisher and price. 

Hewins, C. M. comp. Books for boys and girls, a selected list. 
Ed.‘3, rev. 1915. A. 'L. A. Publishing Board. .20. 

Excellent. A good guide for first purchases. Arranged 
under such headings as “Out-of-door books”; “Fairy tales 
and wonder stories ”; “ Stories of home, school, country and 
city life ” ; etc. Valuable introductory material. 

Kennedy, H. T. Suggestive list of children’s books for a small 
library. Wisconsin Free Library Commission. Madison, 
Wis. 1910. .25. 

483 titles for children in the first eight grades; followed 
by lists of books for youngest readers, books for mothers and 
teachers, beautiful, illustrated books, popular stories for boys 
and girls and lists of books appearing in series. Annotations. 
Gives publisher, price and lists more than one edition. 
Mahoney, B. E. Books for boys and girls, a suggestive purchase 
list. Ed. 2, rev. 1917. Bookshop for boys and girls. 264 
Boylston St., Boston, .35. 

Prepared by jthe Director of the Bookshop for boys and 
girls. Women’s educational and industrial union, Boston, 
Mass. 


EDITIONS, MAGAZINES, LISTS 379 

Pittsburgh. Carnegie Library. Catalogue of the books in the 
children’s department. 1909. $i postpaid. 

Includes 2500 books. (See note under Bacon.) 

Pittsburgh. Carnegie Library. Annotated catalogue of books 
used in the Home Libraries and Reading Clubs conducted by 
the children’s department. 1905. .25 postpaid. 

Contains many simple and popular books. 

Providence Public Library. A child’s library. 1911. 

This list, like The child’s own library published by the 
Brooklyn Public Library, has been planned especially to give 
suggestions to parents and friends wishing to buy books for 
the children’s home libraries. 

Stanley, H. H. comp. 550 children’s books, a purchase list for 
public libraries. 1910. A. L. A. Publishing Board. .15. 

“Aims to cull from the mass of juvenile literature in print, 
some five hundred titles approximately the most wholesome 
and interesting and the most useful in average public library 
work.’’ Adult books suitable for children and picture books 
are not included. No annotations. Publisher and price are 
given. 


Gr.aded Lists 

Buffalo Public Library. Class-room libraries for public schools, 
listed by grades; to which is added a list of books suggested 
for school reference libraries. Ed. 3. 1909. .25. 

Books selected especially with reference to school work. 
No annotations. Full subject index as well as author index. 
Valuable to any teacher. 

Pittsburgh. Carnegie Librar3^ Catalogue of books, annotated 
and arranged, and provided by the Carnegie Library of Pitts¬ 
burgh for the use of the first eight grades in the Pittsburgh 
. schools. 1907- -50 postpaid. 

High School Lists 

Chicago University High School. List of books suited to a high- 
school library. 1913. (Published as Bulletin no. 35, I 9 i 3 » oi 
the U. S. Bureau of Education.) 

Ely, M. E. Beautiful books; a selected list of editions for the 


380 THE USE OF BOOKS AND LIBRARIES 


high school library purchase. (In Book bulletin of the Chi¬ 
cago Public Library, Feb. 1919.) 

Hall, M. E. Illustrated editions for the High School Library. 
(In Wilson Bulletin. June, 1916. H. W. Wilson Co. New 
York.) 

Newark (New Jersey) Free Public Library. Reading for pleas¬ 
ure and profit; a list of certain books which young people 
find entertaining; being chiefly books which older readers 
enjoyed when they were young. 1911. .10 postpaid. 

Compiled especially for high school students. 

Power, E. L. comp. Books for older girls. St. Louis Public Li¬ 
brary. 1914. 

Wilson, Martha, comp. Library books for high schools. 1918. 
(Published as Bulletin no. 41, 1917 of the U. S. Bureau of 
Education.) Annotated. 

Miss Wilson is supervisor of school libraries in Minnesota. 


Lists of Stories To Tell or Read Aloud 

Hassler, H. E. Graded list of stories and poems for reading 
aloud. New ed. rev. 1915. A. L. A. Publishing Board. .10. 
New York Public Library. Favorite stories of the library read¬ 
ing clubs. 1915. 

Pittsburgh. Carnegie Library. Stories to tell to children. 1916. 

•25. 

St. Louis Public Library. List of stories and programs for story 
hours, compiled by the staff of the Children's department. 
H. W. Wilson Co. .20. 


Lists on Special Subjects 

Brooklyn Institute of Arts and Sciences. Children’s Museum. 
Some nature books for mothers and children; a brief anno¬ 
tated list of helpful books on various phases of nature study. 
1912. 

Cleveland Public Library. Reading lists for special days. H. W. 
Wilson Co. .25. 

Material for entertainments, programs, supplementary 
reading, etc., for holidays. ‘ 


EDITIONS, MAGAZINES, LISTS 381 


Cleveland Public Library. Seventy-five books of adventure for 
boys and girls. 1913. .05 postpaid. 

Annotated. 

Drama League of America. List of plays for high school and 
college production. 1916. .25. 

Glenn, E. R. General science references for pupil and teacher; a 
preliminary list. Printed in the General Science Quarterly, 
November, 1918. 

Hazeltine. A. T. Plays for children, an annotated index. 1918. 
St. Louis Public Library. 

New York Public Library. Patriotism, a reading list. 1917. 

Pittsburgh. Carnegie Library. Famous royal women; a reading 
list for girls. 1908. .05 postpaid. 

Pittsburgh. Carnegie Library. Foreign lands where wonders 
are, a reading list for children and young people. 1911. .05 
postpaid. 



















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PART III 


THE ADMINISTRATION OF SCHOOL 
LIBRARIES 


•X > 



Chapter XXIV 

THE ESTABLISHMENT AND EQUIPMENT 
OF A SCHOOL LIBRARY 

Establishment and Control.— Many states now have 
some form of law relative to the establishment of school 
libraries. These laws are usually laws permitting coun¬ 
ties directly to tax themselves for school libraries; or, 
they are conditional laws whereby a school may receive 
state aid for the purchase of books up to a specified 
sum, provided the school itself raise half the amount. 

Municipal schools are permitted to use a part of their 
funds for libraries and in the case of standard high 
schools in both city and rural communities, it is required 
that a certain sum of money be spent for the purchase 
of library books. This amount has been for the most 
part totally inadequate for buying the necessary books 
and nothing has been provided, as a rule, for equipping 
the library nor paying the salary of a librarian. 

In some cities school libraries are established by the 
public library board and maintained from municipal li¬ 
brary funds. In other cities school libraries are main¬ 
tained and controlled jointly by the board of education 
and the public library board. 

The matter of control of the school library by the 
board of education or by the library board is a question 
best determined by conditions in each community. The 
important matter is that each school have its own work- 

38s 


386 THE USE OF BOOKS AND LIBRARIES 


ing library housed in its own building, and with sufficient 
appropriation to equip and maintain an adequate reading 
room; to employ a trained librarian, whose salary should 
be equal to that of the best paid teachers; and to purchase 
enough books and periodicals to supply the needs of the 
school. 

Housing and Equipment. Selecting a Room.— In 
the architect’s plan of the school building, the library 
and reading room should receive careful thought and 
adequate quarters should be provided at the outset. In 
the case of old school buildings where no provision has 
been made for a reading room some part of the building 
should be remodelled and made suitable. For elemen¬ 
tary schools, it will probably be wiser to arrange the 
books by grades and distribute them in the classrooms 
of each grade where the teacher in charge will keep them 
on suitable shelves and act as librarian in encouraging 
the children to use and read them. 

For high schools, junior high schools and rural schools 
a library and reading room is necessary. This room 
should be planned and selected with a view to plenty of 
light, good ventilation, ample size, and remoteness from 
the noise of the rest of the building. The temperature 
of the room should be kept at 68 degrees and the windows 
lowered from the top several times a day to let in that 
supply of good, fresh air that no system of indirect 
ventilation ever gives. The floor should be covered with 
a good quality of linoleum in a green or brown shade 
that will harmonize with the rest of the room. It will 
deaden the noise and be easy to wash and keep clean. 

Shelving.—Shelves should line the available wall space 
around the room. Quarter-sawed oak is the best mate¬ 
rial to use, but if that is too expensive, a good quality 


A SCHOOL LIBRARY 


387 


of pine or whitewood may be stained to look very well. 
It might be arranged with the director of manual train¬ 
ing in the school to have pupils build the shelves and also 
make the tables and chairs for the room and thereby save 
expense. 

Standard Shelf.— The standard library shelf is three 
feet long by ten inches high by eight inches deep by one 
inch thick. Seven shelves make a section. The number 
of sections joined together to make a case depends upon 
the wall space to be filled. The lowest shelf should be 
put on a base four inches from the floor. For books 
larger than octavos, a deeper and wider shelf is neces¬ 
sary. If the sections are made with adjustable shelves, 
the first shelf can be placed twelve inches from the base 
to accommodate the over-sized books; but if the shelves 
are fixed (and it is cheaper and almost as satisfactory to 
have non-adjustable shelves), a few sections might be 
specially made in larger dimensions to hold the large 
books. 

With standard-sized shelves it is easy to estimate the 
number of books for which there will be room. A three- 
foot shelf will hold thirty books of average thickness; a 
section of seven shelves, two hundred books; a case of 
five sections, one thousand books. 

Floor-case.— If the number of books outgrows the 
available wall space, the next step is to put in floor-cases, 
that is, sections made back to back to form a double case 
to allow for books put in on either side. These cases 
should be placed at right angles to the wall with a floor 
space of from ten to twelve feet between. The alcove 
space will accommodate a table and chairs and make a 
quiet place for study. However, such an arrangement 
prevents comfortable supervision from the librarian’s 


388 THE USE OF BOOKS AND LIBRARIES 

desk and for that reason is not very satisfactory in a 
school library. If more shelving is necessary than the 
wall space affords, these floor-cases can be arranged at 
one end of the room only, with just enough space left 
between to allow of using the shelves conveniently, re¬ 
serving the rest of the floor space for tables and chairs. 
Such an arrangement gives additional book capacity 
and does not interfere with proper supervision of the 
room. 

Furniture.— The number of tables and chairs that 
should be provided will depend upon the largest number 
of readers in the room at any one time. The usual size 
of a library table is three feet by five or six feet and will 
seat comfortably from six to eight people. Bentwood 
chairs are satisfactory and less noisy when moved than a 
heavier chair. 

The librarian’s desk should be of ample size and with 
a flat top. It is best to purchase a desk from a reliable 
firm rather than have it made by students or a local car¬ 
penter. It should be of the same finish if not of the same 
material as the tables and shelves. This desk should be 
placed near the entrance to the room if such a position 
will give complete supervision of the room and if there 
is enough light. It will be necessary to have in reach 
of this desk a low book-case to hold such books as the 
librarian constantly needs. 

The catalogue-case should be purchased from a firm 
that makes satisfactory library supplies. A list of such 
firms will be found at the end of this chapter. The case 
should be placed where it is the most convenient for the 
largest number of users. 

A magazine rack will add greatly to the appearance of 
the room and will save table space. Manual training stu- 


A SCHOOL LIBRARY 


389 


dents or a local carpenter can make one more cheaply 
than it can be bought. The same is true of a bulletin- 
board. For the latter, use a piece of cork carpet and 
frame it with a half-inch oak frame. 

Supplies.— Before ordering supplies, it will be neces¬ 
sary to look over the catalogues of dealers and see what 
is offered and at what price. Local needs and condi¬ 
tions will determine what a library can purchase; the size 
of the library and the particular methods the librarian 
uses for mechanical processes will determine the quan¬ 
tity and kind of supplies needed. In the following chap¬ 
ters will be indicated specific materials for particular 
processes.^ 

The Librarian.— Even* with sufficient funds for buy¬ 
ing books and equipping a reading room, the library can 
be of no great value to the high school without the ap¬ 
pointment of a librarian who has had both college and 
library school training. 

Duties of the Librarian.— The work of the librarian 
may be stated briefly to fall into three divisions: “ i. Ad¬ 
ministrative work .—^Directing the policy of the library, 
selecting books, purchasing books, planning the room and 
equipment, keeping records of expenses and planning the 
annual library budget, planning and directing the work of 
trained or student assistants, building up a collection of 
pamphlets, clippings and of illustrative material. 

“ 2. Technical work .— The classifying, caitaloguing, in¬ 
dexing and filing of all printed matter so .that it may be 
readily available for use; establishing a practical charging 
system to keep track of books and other materials loaned 
from the library; attending to the proper binding and re- 

1 See Stearns, L. E. Essentials in library administration. (A. L. A. 
Handbook, .15) p. 88 for a list of supplies for a library of 1000 volumes. 


390 TFIE USE OF BOOKS AND LIBRARIES 


binding of books; keeping necessary records and statistics 
of additions to the library, the use of the library, etc. 

“3. Educational zvork. — a. Reference: Helping teach¬ 
ers and students to find suitable material on special topics, 
notifying teachers of new books and articles along pro¬ 
fessional lines, looking up answers to questions which 
have come up in classroom or laboratory, preparing sug¬ 
gestive reference reading along the lines of the course of 
study, b. Instruction: Systematic instruction of students 
in the use of reference books and library tools such as the 
card catalogue, indexes, etc., and through lectures, quizzes 
and practical tests by the librarian. In this instruction 
the relationship of the high-school library and the public 
library should be emphasized and the high-school library’s 
relation to life outside the school should be explained, 
c. Educational and vocational guidance: Cultural and in¬ 
spirational work in widening the interests of the students 
and in cultivating a taste for good reading. This is done 
through posting .interesting material on bulletin boards, 
compiling lists of interesting reading in books and maga¬ 
zines, through reading clubs and personal guidance of the 
reading of individual students. The librarian should also 
co-operate with vocational counsellors in aiding students 
in the choice of vocations and should have on hand in the 
library, pamphlets, catalogues, etc., on the occupations.” ^ 

List of Dealers 

Democrat Printing Company, Madison, Wis. 

Gaylord Brothers, Syracuse, N. Y. 

Globe Wernicke Company, Cincinnati, O. 

Library Bureau, 6 N. Michigan Ave., Chicago, Ill. 

2 Report on Standard Library Organization to the North Central Asso¬ 
ciation of Schools and Colleges, C. C. Certain, Chairman. 


A SCHOOL LIBRARY 


391 


References 

Davis, Esther M. Some Inexpensive Library Aids in 
School Work; a Select List. (N. Y. State Teachers’ 
Association. Albany, N. Y. 1911.) 

Davis, Esther M. and Cowing, Agnes, comps. Library 
aids for teachers and school librarians. 1916. N. 
Y. H. W. Wilson. 10 cents. 

Dana, J. C. and Gardner, Blanche. Aids in High-School 
Teaching; Pictures and Objects. (Modern Ameri¬ 
can library economy series, ed. by J. C. Dana, v. 2, pt. 
19.) 1916. N. Y. H.W. Wilson. $t. 

McKnight, E. B. and Dana, J. C. The High-School 
Branch of the Public Library. (Modern American 
Library economy series, ed. by J. C. Dana, pt. 7, sec. 
2.) N. Y. H. W. Wilson. 50 cents. 

Walter, Frank K. Care of School Libraries and Some 
Helps Which Are Available. 1911. N. Y. State 
Education Department. Albany, N. Y. 


Chapter XXV 

BOOK BUYING AND ORDERING 

The question of the selection of books has been consid¬ 
ered in another section; this chapter" treats of the prac¬ 
tical matter of (i) where to buy books, (2) prices, (3) 
what not to buy, (4) how to order. -These are problems 
for the librarian in charge of the school library and no 
one else should be empowered to order books; neither 
teachers, nor the principal, nor superintendent, nor town 
clerk. Teachers and principals should advise with the 
librarian in regard to the selection of books; the super¬ 
intendent or other official who has charge of the funds 
should pay the bills; but the librarian should be the final 
authority even to select from a state list. The librarian 
on the one hand knows the book needs of the entire 
school better than any one teacher or the principal could 
know them; and, on the other hand, the librarian knows 
book-prices and methods of buying and how best to ap¬ 
portion the library funds to meet the needs of the great¬ 
est number, better than any public official knows these 
things. 

Where to Buy. — If a local dealer will give as good 
prices and service as firms in a book center like New 
York or Chicago, he should receive the book orders of the 
library. In comparing prices of the local dealer with 
other firms, it should be remembered that transportation 
costs often equalize what seems a larger charge on the 
392 


BOOK BUYING AND ORDERING 


• 393 


part of the local dealer. Unless the library gets equally 
good service from the local firm, no political pressure, 
nor any false patriotism, sliould force the library to buy 
at home. Perhaps something, however, should be sacri¬ 
ficed to the cause of good-will. 

In placing orders elsewhere, it is best to select one firm 
to buy from, the selection of which will depend on the 
best service offered when everything is considered. 
When a trial order list has been submitted to several firms 
for estimates, it does not always follow that the firm that 
ofifers the cheapest prices on that particular order will 
invariably sell the cheapest. 

Do not buy books from a travelling agent, for it is 
very poor economy. Agents usually sell either subscrip¬ 
tion books, “ books in sets,” or de-luxe editions of well- 
known authors’ works, and the school library is much 
better ofif without these books and cannot afford to buy 
them. 

Prices.— There are certain legitimate discounts that 
every library should get and these discounts all reliable 
firms are usually willing to give. On books listed as 
“ net,” a lo per cent, reduction within the year of publi¬ 
cation is the usual discount. When a “ net ” book has 
been published over a year the dealer may give a larger 
reduction. Many scientific and technical books, though 
published at “ net,” may be obtained at a discount ranging 
from 10 to 20 per cent., and school text-books at a dis¬ 
count of from lo to j6% per cent. 

The librarian may be compelled to buy, by state con¬ 
tract, from a particular firm. If so, satisfactory service 
should be demanded and any failure on the part of the 
selling agent should be reported to the proper officials of 
the state and not charitably endured. 


394 the use of BOOKS AND LIBRARIES 


What Not To Buy.— Subscription books and new edi¬ 
tions of encyclopedias and dictionaries can usually within 
a year’s time be bought new from a second-hand dealer at 
a great reduction from the subscription price. De-luxe 
editions should under no circumstances be bought, and 
“ books in sets ” are of exceedingly doubtful value. 
There are several well-known sets, well printed and ex¬ 
cellent in their inclusions, but not best for a school 
library, because the material in them usually duplicates 
what is already in the library in single volumes. The 
testimony of librarians who have used such sets brings 
us to the conclusion that a child who uses books of such 
an encyclopedic character forms a taste for “ scrappy ” 
reading.^ 

How to Order.— Enter on cards or slips 3x5 inches, 
one title to a slip, the books that are to be ordered. The 
following form shows the essential facts to enter on an 
order slip: 


Ord 

5 0 ’14 

Richards, 

Cost of 

Mrs. E. H. 

food. 


Of 




Smith 

Edition 

Place 

Publisher 

Received 

2 

N. Y. 

Wiley 

Cost 




Charged to 

Domestic 

Science 

Dept. 

Year 

1908 

No. of volumes 

Total price 
$1 


Figure 14 

1 See Sets for children, by H. A. Wood, in Public Libraries, April, 1913, 
V. 18: 138. 




BOOK BUYING AND ORDERING 


395 


These cards, made of a cheap manila stock, can be 
bought of a local printer for $1.75 per thousand; better 
stock can he had from the library supply houses for $2 
per thousand. Unprinted slips can be used instead. 

After all the cards have been filled out. they should 
be arranged alphabetically by authors and a type-written 
or hand-written list in duplicate should be made with 
this form of entry: 

Richards, Mrs. E. H. Cost of Eood. Ed. 2. N. Y. 
1908. Wiley. $1. 

One list is sent to the dealer with instructions to ship 
by freight, express, or parcels post, and the copy is kept 
on file in the library. The cards are filed alphabetically 
in a box marked “ outstanding orders,” or “ order file.” 

When the shipment is received, the books should be 
arranged alphabetically on a table or book truck, com¬ 
pared with the order cards to see if the right edition, etc., 
has been sent, and checked with the bill. The cost price 
and date of receipt should he entered on the order card. 
All cards so filled out may then be filed in a box marked 
“ Books received ” until the books have been catalogued. 
For the average school library with an order list made on 
slips, this “ books received ” file need be kept no longer 
than it is found of use. Some libraries use order cards 
for a shelf-list record; others for an accession record; 
and in such cases the order cards are arranged in a per¬ 
manent file. The individual librarian will determine for 
herself which method is the best for her use. 

YTen the receipted bill is returned it should be clipped 
to the order sheet and filed. 

If librarians must buy from a state list and a special 
agent, directions for ordering as given in such lists, of 
course, must be followed. 


396 THE USE OF BOOKS AND LIBRARIES 


Problem. 

1. Make out order slips and write an order for $20 
worth of books. 

2. If you have $200 with which to begin a school 
library, would you buy an encyclopedia? If so, which 
one? 

3. Look up prices of The Children’s Hour, 10 v., 
Houghton; Children’s Library of Work and Play, 10 v.. 
Doubleday; and Book of Knowledge, 24 v., Grolier So¬ 
ciety. Considering the quality, the quantity and the price 
of these publications, would you be justified in buying 
them for a school library that spent $50 a year for 
books ? 

4. Make a careful examination of the official library 
list for the graded schools of your own state. Criticize 
it from the standpoint of the editions of children’s clas¬ 
sics it includes. Are they cheap editions or expensive 
ones? Can you justify the selection? 

5. After examining the list of reference books on the 
official high school library list of your state, can you sug¬ 
gest any improvement from the standpoint of the average 
book funds of high school libraries? 


Chapter XXVI 

LIBRARY RECORDS 

This chapter enumerates the records that should be 
kept in a high school library and describes the method 
and use of those records not considered in other chapters. 

1. Order Record.— A record of books ordered, kept 
on cards or slips (see Chapter XXV). 

2. Accession Record.— A numerical record of books 
as they are added to the library. In some large libraries 
this record is ke])t on order cards, but, when everything 
has been considered, the accession-book is the best form 
for the school library to use. The accession-book is a 
blank book ruled in columns and with numbered lines, 
for the particular purpose of recording library books. 
These books with more or less printing and with space 
for recording from 500 to 5000 books can be bought from 
any library supply house. Sheets to be used in binders 
and ruled for the accession record are also manufactured. 
The chief advantage of the sheets over the bound form 
is in being able to type-write the entries on sheets instead 
of writing them in by hand as must be done if a book 
is used. On the other hand the bound book is more se¬ 
cure than sheets in a loose-leaf binder. 

When books have been received and checked with the 
order file and bill, they are then entered on the accession 
record, each book and each volume of a set on a separate 
line, with the same accession number written in the book. 
It is best to arrange the day’s accessions by publishers 

397 


398 THE USE OF BOOKS AND LIBRARIES 


ACCESSION RECORD 


DATE 

NUM 

AUTHOR 

TITLE 

PUBLISHER 

DATE 

VOL. 

SOURCE 

COST 

REMARKS 

Jan.14 

1 

Dana 

Library primer 

Library B 

1906 


Pub. 

1 

00 



2 











3 











4 











5 











6 











7 











8 











9 











10 











11 











12 











13 











14 











15 











16 











17 











18 











19 











20 











21 









. 


22 











23 











24 











25 











Figure 15 









































LIBRARY RECORDS 


399 


before beginning entry and in that way save writing. 
The form on p. 398 explains clearly the method of work. 

This record is of use in telling how many books the 
library contains, the history of each book —when re¬ 
ceived, from whom, whether a purchase or a gift, the 
cost, and when rebound, lost, stolen or worn out. In a 
small and slowly growing library this record is a substi¬ 
tute for a catalogue. At any time the exact number of 
books in the library can be found out by subtracting the 
number of books withdrawn, from the last accession 
number used. In very small libraries a well-bound blank 
book, ruled like this form, with lines’'numbered consecu¬ 
tively may be used. 

3. Shelf-list.— Kept on cards. A record of the books 
as they stand on the shelf (see Chapter XXVIII). 

4. Catalogue.— Kept on cards. A record of the au¬ 
thors, subjects, titles and often contents of all books in 
the library (see Chapter XXIX). 

5. Loan Record.— Kept on cards. A record of books 
loaned should tell what books are out of the library, who 
has them, and when they will be due. This record should 
be accurately kept and it should serve the additional pur¬ 
poses of keeping the librarian informed of the nature of 
each student’s reading, the character of books circulated, 
and the number. The following method is simple and 
accurate: In each book, except reference books and 
magazines, paste a book pocket 4x4 inches (see Fig. 18) ; 
in each pocket put a book-card 3x5 inches (see Fig. 17), 
on which have been written the author’s surname, brief 
title, and call number, with three columns for writing 
date due, borrower’s name, and date returned. For each 
borrower, make out a similar card (see Fig. 16), writing 
borrower’s name inverted, on the top line, on the second 


400 THE USE OF BOOKS AND LIBRARIES 


line his class in school., and on the third line his home 
address. The three columns should be headed date due, 
name of hook, date returned. 


.04 

Smith, John 
11th Grade 
504 Main Street 

Date Date 

Due Name of book Ret’d 

5 O 14 Eliot—Silas Marner 7 O 14 

X 


Figure i6 



Figure i8 































LIBRARY RECORDS 


401 


When the book is in the library the book card is in the 
book pocket; vvdien John Smith borrows it, the card is 
taken out and stamped with date due and John Smith’s 
name written in; John Smith’s card is stamped with the 
same date, and the name of the book written on it; the 
book pocket is stamped with the same date. The book 
card is then dropped in a drawer and John Smith’s card 
is filed in its alphabetical place in the borrower’s file. 
At the end of the day all the book cards in the drawer 
are counted by classes — lOo’s, 300’s, 700’s, 8oo’s, etc.— 
and the total circulation added up for recording on the 
statistics record; then they are arranged alphabetically by 
author’s name or numerically by call numbers, and filed 
behind a guide card numbered with the date due. When 
John Smith returns the book, look in the book file under 
date due and remove the book card. Stamp on it date 
returned and put in the book pocket. Take John Smith’s 
card from the borrower’s file and stamp date returned. 
If the book is over-due, collect fines then or charge on 
corner of John Smith’s card, before putting it back in the 
borrower’s file. 

Charging trays with manila guide cards for filing book 
cards and readers’ cards are sold by the library supply 
firms and are not expensive. These trays should be kept 
on the librarian’s desk if the library has no regular loan- 
desk. 

6. Periodical Check-list.— Kept on cards. It is neces¬ 
sary to keep track of magazines as well as books. Peri¬ 
odicals are never entered on the accession record until 
they have been bound, but they must be checked up regu¬ 
larly each day, or week, or month as they come. As it 
often happens that periodicals go astray in the mails, one 
cannot be sure that every number comes, and the check- 


402 THE USE OF BOOKS AND LIBRARIES 


Name No. Copies Expires 



1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

16 

17 

18 

19 

20 

21 

22 

23 

24 

25 

26 

27 

28 

29 

30 

31 

Jan. 
































Feb. 
































March 
































April 
































May 
































June 
































July 
































Aug. 
































Sept. 
































Oct. 
































Nov. 
































Dec. 

































Figure 19 


Vols. per yr. 


YEAR 

JAN. 

FEB. 

MARCH 

APRIL 

MAY 

JUNE 

JULY 

AUG. 

SEPT. 

OCT. 

NOV. 

DEC. 










































































































Reg. price.Net price.Ed. 

Source... T. P. andlnd. 

Figure 20 















































































LIBRARY RECORDS 


403 


list is the record that will tell. When the check-lis-t indi¬ 
cates the non-arrival of periodicals within the mon-th 
they are due, the librarian should claim the missing num¬ 
bers from the publishers. Figures 19 and 20 illustrate 
check-list cards, one for daily and weekly periodicals, 
the other for monthly, quarterly and yearly magazines. 

7. Binding Record.— When books for rebinding and 
magazines for binding are sent to the bindery some 
record of th*eir whereabouts must be kept at the library. 
For the record of books it will be sufficient simply to re¬ 
move their cards and charge them to the binder and file 
the cards in the loan file. For magazines the record 
should be made on the reverse of the check-list card thus: 


Vol. Sent Binder Cost Ret’d Remarks 
19 1 Jl 14 J. O. Brown .60 1 S 14 

Figure 21 

An alphabetical list of books and magazine's should be 
sent to the binder with the order and a copy of the list 
kept at the library. When the books are returned they 
should be checked with this list and the binder’s bill. 
The binding cost of magazines and the date of return 
should be entered on the reverse of the check-list cards; 
the binding cost of books and date of return may be pen¬ 
cilled in each book. The order sheets filed in a loose- 
leaf binder will give the information needed for the 
statistics record — that is, the number of books bound 
each year and the cost of the binding. For small school 
libraries a simpler record will answer the purpose. 

8. Statistics Record.— Kept on sheets or in a blank 
book. In a school library the most important phase of 





404 THE USE OF BOOKS AND LIBRARIES 


work is the use pupils make of the library — what they 
read and what reference use they make of the books. 
Circulation statistics by classes of books will show the 
type of books most used. No very accurate count can 
be made of reference use, if pupils are encouraged, as 
they most emphatically should be, to look up questions 
for themselves. Some idea may be had. however, if 
pupils are urged to note on a slip what subject they have 
looked for. and leave the slip on a file at the librarian’s 
desk. Added to these slips, the number of questions the 
librarian looks up each day will give a fair idea of the 
daily reference use of the library. Besides statistics of 
circulation and reference use, the school librarian should 
enter on this record the number of books added and 
withdrawn, fines, receipts, disbursements, gifts, and books 
mended. These items should be added up daily, monthly, 
and yearly. 

In the graded school libraries, where the books for 
each grade are kept in the room of that grade, with the 
teacher acting as librarian, one person should be desig¬ 
nated to keep an order record, write up the accession 
book, make a shelf-list, and write the binding order. 
Card catalogues will be unnecessary, but the teacher in 
charge of each grade should keep an account of loans 
and whatever statistics she finds useful. These should be 
handed in every month to the person in charge of all the 
groups of books. 

Lessons. 

I. Students should be given practice work in the Nor¬ 
mal School Library, in keeping these various records; 
if such practice is not feasible, assign work in accession- 


LIBRARY RECORDS 


405 


ing to be done in a blank book ruled like the form on 
page 398. A simple loan system as suggested in this 
chapter can be put in operation and the pupils may learn 
to use it. 

2. Name the records that a high-school library should 
keep, describing the method and use of each. 


Chapter XXVII 

THE CLASSIFICATION OF BOOKS 

An orderly arrangement of things is an almost in¬ 
stinctive quality in every human being. The housewife 
in her kitchen, the merchant in his store, the teacher in 
his classroom, all arrange the material they handle in 
some kind of order that will make it more readily usable. 
The librarian’s material, the things he has to use, are 
books. He not only has to use them himself, but what is 
more important, he has to make them usable to other 
people. It is necessary then to have an orderly arrange¬ 
ment of the books in a library. This practical process of 
arrangement for the purpose of use is classifying. 

Principle.— How does the housewife place her kitchen 
utensils? How does the merchant group his stock? 
How does the teacher arrange his books, maps, appa¬ 
ratus, etc., to make them most useful? What determines 
this grouping? Is it the quality of likeness in the ob¬ 
jects themselves? Is all red cloth put together on the 
dry-goods merchant’s shelves, all black cloth, etc. ? Does 
the cook arrange all her iron utensils on one set of hooks, 
all aluminum on another and all earthenware on another? 
Or is the quality of likeness that determines a useful 
classification something more than mere likeness of mate¬ 
rial or color? Is it not more useful to find all worsted 
cloth together, all silk cloth together, all pots together, 
pans together, baking-dishes together? Is it useful to 
406 


THE CLASSIFICATION OF BOOKS 407 


arrange all red books together, or all books bound in 
leather together, or all books of the same size together? 
To be sure, readers in a library sometimes ask for “ the 
red book I was reading yesterday,” or, “ that big, brown, 
leather book I saw on the shelves,” but such requests are 
not the usual form. To arrange books for that kind .of 
a reading public would be folly. Intelligent people ask 
for books by the subject of the book, and so the quality 
of likeness that determines the grouping of books is the 
likeness of subject: books on United States history, books 
on botany. Likeness of literary form determines the 
grouping in some cases: e.g., books of poetry, essays, 
fiction. 

Definition.— With the principle of likeness and the 
motive of use in book classification, we may state a prac¬ 
tical definition as follows: The classification of books, 
is the grouping of them together according to a likeness 
in subject or literary form, for the purpose of use. 

Process.— There are three steps in the process of 
classifying books, (i) The first thing to do in classi¬ 
fying a book is to be certain you know what subject or 
subjects it deals with. To be certain, you cannot depend 
on the title to tell. If you do, you may find yourself in 
the predicament of the librarian who was confronted by 
a professor of geology, bringing from the shelves where 
books on his subject were grouped, Ruskin’s Stones of 
Venice, which he laid on her desk as a rebuke to her 
carelessness. Nor is the table of contents always a sure 
guide. It is best to read the preface to find out what 
the author has attempted to do and if his purpose coin¬ 
cides with the subject as listed in the table of contents, 
then you will probably be safe in concluding what the 
book has been written about. It may be necessary to 


4o8 the use of books AND LIBRARIES 


read portions, if not all, of a book to be absolutely sure 
you know the subject of it. 

This first step is the most vital one in classification. It 
determines to which class of knowledge a particular book 
belongs: e.g., that Morris’ Historical Tales . . . Japan 
and China belongs in the History group of knowledge, 
of which Japan and China are subdivisions. Systems of 
classifying or grouping knowledge have been many and 
varied from the time of Plato and Aristotle, through the 
well-known “ trivium ” and “ quadrivium ” of mediaeval 
education, the systems of Bacon, ColeridgCj Comte and 
Spencer, to mention only a few, down to the present. 

(2) The second step in the process of classifying 
books is the application of the particular symbol in the 
classification scheme you are using to the book you are 
classifying: e.g., apply from the Decimal Classification 
system to Morris’ Historical Tales . . . Japan and China, 
the symbol or notation, as it is called, that means Japanese 
history and you will give it the number 952. 

Schemes for classifying books have been almost as 
numerous as the systems of classifying knowledge. Book 
classification is based on the classification of knowledge, 
but in adapting theory to the practical task of grouping 
together books that deal with the same subjects, the logic 
and sequence of theoretical classification must sometimes 
be sacrificed. There must also be a system of symbols 
to represent the different classes and divisions of the 
schemes. This notation is either figures or letters or a 
combination of both arranged either decimally or in¬ 
tegrally. Every sort of combination almost has been used 
in the many schemes that have been developed. The 
two best known and most widely used systems in America 
are the Dewey Decimal and the Cutter Expansive sys- 


THE CLASSIFICATION OF BOOKS 409 


terns. Both schemes are based on logical groupings of 
knowledge, but in their practical working out have been 
modified. The notation of the Decimal system is figures 
used decimally; that of the Expansive system is letters. 
An outline of the Expansive system will be found in the 
A. L. A. Catalog, 1904, and in Dana’s Library primer, 
1906; the outline of the Decimal system follows. You 
will see that it is based on a system that groups all knowl¬ 
edge into ten main classes, which in turn are subdivided 
into ten divisions each, and on into subdivisions. 


000 

General works 

230 

Doctrinal. Dogmat¬ 

010 

Bibliography 


ics. Theology 

020 

Library economy 

240 

Devotional. Practi¬ 

030 

General encyclope¬ 


cal 

dias 

250 

Homiletic. Pastoral. 

040 

General collections 

Parochial 

050 

General periodicals 

260 

Church. Institutions. 

060 

General societies 


Work 

070 

Newspapers 

270 

Religious history 

080 

Special libraries. 
Polygraphy 

280 

Christian churches 

and sects 

090 

Book rarities 

290 

Ethnic. Non-Chris¬ 

100 

Philosophy 


tian 

110 

Metaphysics 

300 

Sociology 

120 

Special metaphysical 

310 

Statistics 


topics 

320 

Political science 

130 

Mind and body 

330 

Political economy 

140 

Philosophical systems 

340 

Law 

150 

Psychology 

350 

Administration 

160 

Logic 

360 

Associations and in¬ 

170 

Ethics 


stitutions 

180 

Ancient philosophers 

370 

Education 

190 

Modern philosophers 

380 

Commerce. Commu¬ 

200 

Religion 


nication 

210 

Natural theology 

390 

Customs. Costumes. 

220 

Bible 


Folk-lore 


410 THE USE OF BOOKS AND LIBRARIES 


400 Philology 

410 Comparative 

420 English 

430 German 

440 French 

450 Italian 

460 Spanish 

470 Latin 

480 Greek 

490 Minor languages 

500 Natural science 

510 Mathematics 

520 Astronomy 

530 Physics 

540 Chemistry 

550 Geology 

560 Paleontology 

570 Biology 

580 Botany 

590 Zoology 

600 Useful arts 

610 Medicine 

620 Engineering 

630 Agriculture 

640 Domestic economy 

650 Communication. 

Commerce 

660 Chemical technology 
670 Manufactures 
680 Mechanic trades 
690 Building 


700 Fine arts 

710 Landscape gardening 

720 Architecture 

730 Sculpture 

740 Drawing. Decoration. 

Design 
750 Painting 
760 Engraving 
770 Photography 
780 Music 
790 Amusements 
800 Literature 
810 American 
820 English 
830 German 
840 F rench 
850 Italian 
860 Spanish 
870 Latin 
880 Greek 
800 Minor languages 
900 History 

910 , Geography and trav¬ 
els 

920 Biography 
930 Ancient history 
940 Europe 
950 Asia 
960 Africa 
970 North America 
q8o South America 
990 Oceanica ^ 


(3) The third step in the process of classifying a book 
is the assignment of one dr more headings to it that will 
indicate its subject or subjects. We have classified 
Morris’ Historical tales . . Japan and China, in history 

1 Reprinted from the Decimal Classification by permission of the pub¬ 
lishers, Forest Press, Lake Pl-acid Club, Essex Co., N. Y. 


THE CLASSIFICATION OF BOOKS 


411 

and the particular subdivision, Japan, and given it the 
decimal classification number 952. It is a physical im¬ 
possibility for a book to stand in more than one place on 
the shelves at the same time, so there is no use assigning 
the number 951, which means history of China, also. 
We decide on 952 because Japanese history is the main 
topic of the book. The next step is to assign to this 
book the headings that will indicate it treats of the history 
of Japan and China. These headings are not written in 
the book as the classification, 952, is, but on catalogue 
cards to show the user of the library, who generally does 
not know the classification scheme, that there is a book 
on Japanese and Chinese history on the shelves. 

Just as in step two the Decimal classification is used 
in assigning class numbers, so in step three it is neces¬ 
sary to use a guide in assigning subject headings. In 
stating a subject in words there is more than one way to 
do it. We may say Japanese history or Japan. History; 
Country Schools or Rural schools, etc. This variety of 
form necessitates the choice of one particular beading for 
use and the sticking to it. The American Library As¬ 
sociation List of Subject Headings (A. L. A. Publishing 
Board. # $2.50), should be used as a guide and every 
time a heading is adopted for use it should be checked in 
this list to insure uniformity of subject headings in the 
catalogue. This guide, checked carefully, will keep you 
from entering some of your books under Country schools 
and others under Rural schools, and will force you to 
choose one or the other heading and stick to it for the 
sake of certainty and uniformity in your catalogue. 

Fiction and Biography.— Most libraries now arrange 
on the shelves all Fiction and the lives of individuals — 
Individual Biography — the first alphabetically by author. 


412 THE USE OF BOOKS AND LIBRARIES 


the second alphabetically by the name of the individual 
written about, and disregard such books as subdivisions 
of Literature and History. This is done because people 
ask simply for what novels a library has and for what 
lives of a certain person: e.g., “ Which of Dickens’ novels 
have you in the library?” “What biographies of Lin¬ 
coln?” The classification, therefore, is made to con¬ 
form to the practical demand. It may be convenient to 
mark all fiction with the symbol F and all lives of indi¬ 
viduals with the symbol B, but in many libraries it is now 
considered sufficient simply to arrange all novels on the 
shelves alphabetically by author without any marking of 
any sort. 

Cutter Author Tables.— In chapter eight we spoke of 
grouping books alphabetically by the authors’ names after 
assigning class numbers to them. It is best to do this at 
the time of classifying a book, and it may be considered 
another step in that process. A very convenient scheme 
for arranging books alphabetically by the author’s name is 
a combination of a letter and figures as found in the 
Cutter Author Tables (Library Bureau, $1.25). Take 
the example given above — Morris’ Historical tales . . . 
Japan and China, and having classified it in 952 to stand 
on .the shelves with all other books on Japan. History, we 
wish to arrange it alphabetically under the name Morris. 
Turn in the Cutter Tables to the name Morris or to the 
nearest group of letters to it and we find the combination 
M83. Writing the class number and the author number 

thus get the call number of the book. 

Summary.— The classification of books in a library is 
the grouping of them together according to a likeness in 
subject or literary form for the purpose of use. To 


THE CLASSIFICATlOxN OF BOOKS 413 


do this requires a process of three steps: (i) to deter¬ 
mine to what group of knowledge a book belongs; (2) to 
assign a classification symbol to the book itself; (3) to as¬ 
sign one or more subject headings to the book, which 
headings are written in the catalogue to indicate the con¬ 
tents of the library. For convenience of arrangement on 
the shelves, it is further necessary to use the Cutter Au¬ 
thor Tables for alphabeting the books in each class. 

Lessons. 

At least ten lessons should be assigned in classification 
with thirty books for each assignment. If the books 
listed in Chapter XXIX to be catalogued, are given as far 
as possible for the work in classification, it will make the 
lessons more practical. 


Chapter XXVIII 

THE SHELF-LIST 

We have defined the shelf-list as a record of the books 
as they stand on the shelves. This record is best kept 
on cards. Catalogue cards may be used, or a narrower 
card 5x12.5 cm. (approximately 2x5 inches), which costs 
somewhat less. Each book on the shelves is represented 
by a card in the shelf-list file, except books in sets and 
periodicals, where several volumes are entered on the 
same card. 

When a book has been classified and the author num¬ 
ber assigned, it is then ready to be shelf-listed and cata¬ 
logued. The shelf-list card contains the call-number, the 
author’s name inverted, a brief title and the accession 
number: 


904 Creasy, Sir E. S. 

C91 Fifteen decisive battles. 

225 


Figure 22 


973 Fiske, John 

F54 American revolution, 2 v. 

226-7 v.1-2 


Figure 23 

414 








THE SHELF-LIST 


415 


051 Harper’s monthly 
H29 

228-37 v.1-10 390 v.50 

350-9 v.20-30 

Figure 24 


B Johnson, Samuel 

J69 Boswell, James 

Life of Samuel Johnson. 3 v. 

391-3 v.1-3 

Figure 25 

Figures 23 and 24 illustrate shelf-list cards for a book- 
in more than one volume, and for a periodical. Figure 
25, a shelf-list card for an individual biography. 

As soon as the shelf-list card is made it is filed by its 
call-number in a box or catalogue drawer. This file of 
cards is constantly used by the librarian. 

Uses.— It is a guide and check in assigning author 
numbers and must always be consulted before giving a 
Cutter number to a book in order to avoid using the 
same call number for two dififerent books. It guides the 
librarian in future classification and guards against the 
error of classifying the same types of books in two or 
three dififerent places. It is also used in taking an in¬ 
ventory. 

Inventory.— In a school library an inventory should 
be taken during each summer vacation. One person can 
take an inventory, but it is more quickly done by two 
people, one reading the call-numbers from the books on 
the shelves; the other reading from the shelf-list cards. 
The shelf-list file is taken by boxes or drawers — in 








4 i6 the use of books AND LIBRARIES 

whatever receptacle the cards are filed — to the shelves. 
When a card is read for which there is no corresponding 
book, the card should be turned up on edge in the box. 
When all the shelves have been read, the search should 
then be made for books that are missing. When the 
school opens again in the autumn, whatever books are 
still unaccounted for should be counted as lost. That fact 
with the date should be written on the shelf-list card and 
in the accession book, and on the statistics record. The 
catalogue cards should be removed from the catalogue file. 

Lessons. 

Practice in shelf-listing is best given with the lessons 
in cataloguing. Each book catalogued should be shelf- 
listed at the same time. Practice work in taking an in¬ 
ventory can be given students in the normal school li¬ 
brary and written reports of missing books should be 
handed in by each student. 


Chapter XXIX 

CATALOGUING 

In chapter nine we discussed the card catalogue from 
the user’s point of view; here, the subject is treated from 
the maker’s point of view. How shall the librarian make 
a catalogue that will furnish those who use it the in¬ 
formation they need to find what they are looking for? 
The cataloguer must first of all have enough technical 
knowledge and skill for the task; and second, she must 
have used catalogues sufficiently herself, to have the lay¬ 
man’s attitude toward them. 

If the student has used this text conscientiously, and 
has done sufficient practice work in the library up to this 
point, the technical matters of cataloguing will not be 
difficult to master. It takes time and experience and a 
particular kind of intelligence to make an expert cata¬ 
loguer; but a person with common sense, perception and 
patience combined with clerical ability, can make a good 
catalogue that will be a useful tool in the school library. 

Supplies.— Catalogue cards of standard size, 7.5x12.5 
centimetres, approximately 3x5 inches, of the best quality 
of medium weight stock should be bought; ruled, if cards 
are to be written by hand; plain, except for the two 
vertical lines and the top horizontal line, if the cards are 
to be typewritten. It will require an average of from 
three to five cards to represent each book in the catalogue, 
and one more card must be allowed for shelf-listing each 

417 


4i8 the use of books AND LIBRARIES 


book if catalogue cards are used for that process in¬ 
stead of the narrower cards. Use the best black and red 
inks and the style of pen that suits best to do neat work. 
A perfectly legible handwriting is essential and the li¬ 
brary disjoined hand ^ is preferable. If the library can 
afford a typewriter, all the better. It will be necessary 
to have a card attachment to the machine and well to use 
an elite type. This type can be put on any reliable ma¬ 
chine. A lightly inked red and black record ribbon is 
essential for card work. 

A standard catalogue case of the best make should be 
provided for filing catalogue cards. It is false economy 
to buy anything but the best. Price lists of the dealers in 
library supplies and equipment give all the information 
necessary about the style, size and cost of catalogue cases. 

Fullness of Cataloguing.— Before attempting to make 
a catalogue, certain matters must be decided in regard to 
how much information it will be necessary to write on 
the cards to make the catalogue a satisfactory index to 
the books in the library. When these points have been 
settled, they should be written down in a blank-book as a 
guide or a kind of official code to insure uniformity in 
the making of the catalogue, (i) Decide on how fully 
the author’s name shall be written. Is it necessary to 
write Flolmes, Oliver Wendell, or will Holmes, O. W. 
be sufficient? If a person has only one name shall it be 
written in full — Fiske, John, or Fiske, J.? (2) Will 

it be useful to add the date of the author’s birth and 
death. Fiske, John, 1842-1901, or is such information of 
little value in the catalogue? (3) Shall the title of a book 
be given in complete fullness, or just so much of it as is 
necessary for an adequate description of the book? (4) 

1 vSee Library Bureau catalogue. 


CATALOGUING 


419 


What further information will be essentially useful on a 
catalogue card? Will it be useful to put the date of 
publication? size? number of pages? illustrations? maps? 
place? publisher? The surest way to come to a decision 
is to recall your own use of a catalogue. Which of these 
facts on a card gave you the information for which you 
were looking? If you have used a catalogue too infre¬ 
quently to judge, ask people who have been constant users 
of one and get their verdict. 

You will notice in chapter nine sample cards that in¬ 
clude the number of pages, size, illustrations and date of 
publication. If you will examine a Li 1 )rary of Congress 
printed card you will find even more information. That 
amount of fullness in cataloguing may be very useful in 
a large library consulted by scholars, but for a school 
library, used by boys and girls very largely, the informa¬ 
tion is only bewildering. 

Uniformity.— When a decision has been reached about 
fullness of entry and imprint,^ the task is then one of 
consistency and uniformity and hence the necessity of 
recording decisions in an official code, to check that very 
common tendency in every human being, of not doing a 
thing twice in exactly the same way. 

If, however, the library purchases some printed cards 
from the Library of Congress, it would be foolish to 
change them to conform to the other cards just for the 
sake of uniformity. 

Types of Cards.— In cataloguing a school library, the 
types of cards discussed in this chapter, and the fullness 
of entry and imprint that is advised, will, we believe, 
be adequate to indicate fully the books and their contents. 

2 The place, publishers’ name and date ordinarily printed at the foot 
of the title-page, 


420 THE USE OF BOOKS AND LIBRARIES 


Main Cards, (i) Author card .— The first card to 
write is the author card. It contains the call number, 
the author’s name inverted, the title, the edition, if other 
than the first, the number of volumes, if the book is in 
more than one volume, the abbreviation il., or the word 
maps, if the book contains either illustrations or maps, 
and the date of publication — the copyright date if there 
is no other date on the title page. 


F Thackeray, W. M. 

T36p Pendennis. 2 v. c1869 

Figure 26 


291 Gayley, C. M. 

G28 Classic myths in English literature, based 
chiefly on Bulfinch’s “Age of fable.” Ed.2. 
il. C1895. 


Figure 27 


On the back of the author card are written the entries 
for all other cards that are made for a book. fSee Fig. 
28.) 


Mythology 
X Folklore 
X Religions 

Bulfinch, Thomas 
(gen. 2dary) 

Figure 28 


(a) Pseudonym. — Enter books written under an as¬ 
sumed name, either under the real name of the author or 











CATALOGUING 


421 


under the pseudonym, whichever is the more familiar. 
In either case a cross reference card must be made from 
the form of name not used to the form that is used. 
Examples: 


818 Mitchell, D. G. (Ik Marvel, pseud.) 
M68 Reveries of a bachelor. 1892. 

Figure 29 


Marvel, Ik, pseud, see 
Mitchell, D. G. 

Figure 30 


F Eliot, George, (pseud, of Mrs. M. A.(E.)L. 

E42m Cross) 

Mill on the floss. 1902. 

Figure 31 


Cross, Mrs. M.A.(E.)L. see 
Eliot, George, pseud. 

Figure 32 

(b) Compound Surnames.— Enter compound names 
under the first word with reference from the other part: 
examples Baring-Gould, Sabine, with the reference 
Gould, Sabine Baring — see Baring-Gould. Sabine: 
Watts-Dunton, Theodore, with the reference Dunton, 
Theodore Watts see Watts-Dunton, Theodore. 

(c) Married Women. — Enter a married woman un¬ 
der her latest name unless she has always written under 
a former name. In either case a reference must be made 
from the name not used to the one that is. Example: 













/ 


422 THE USE OF BOOKS AND LIBRARIES 

Craik, Mrs. D. M. (M.) with the reference Mulock, D. 
M., see Craik, Mrs. D. M. (M.). 

(d) Prefixes. — Enter English and French surnames 
beginning with prefixes under the prefix, as DeQuincey, 
LaFontaine: in other languages enter under the part fol¬ 
lowing the prefix, as Goethe, J. W. von. 

(e) Titles of Authors.' — Disregard all prefixed titles 
ejtcept Sir and enter an author with that title under his 
surname followed by Sir beginning with a capital; exam¬ 
ple, Scott, Sir Walter. Use such suffix titles as lord, 
baronet, bishop, etc., and write with a small letter: ex¬ 
amples, Bacon, Francis, viscount St. Albans; Tennyson, 
Alfred, ist baron. 

(f) Joint Authorship.— For a J^ook written jointly 
by two authors, enter under the name of the first men¬ 
tioned on the title-page, followed by the name of the sec¬ 
ond, for example: Stevenson, R. L. and Osbourne, Lloyd, 
reference from Osbourne, Lloyd, see Stevenson, R. L. and 
Osbourne, Lloyd. If there are more than two authors, 
give the name of the first author only, followed by 
and others, and with reference from each of the other 
authors. 

(g) Editor or Compiler as Author. — Enter a book 
under the editor or compiler with the abbreviations ed. 
or comp, after his name, if he is responsible for the book 
and no author’s name is given. For example: Bartlett, 
John, comp. Familiar quotations. 

(h) Corporate Entry. — Enter a book published by a 
government, department, congress, society or institution, 
under the name of a body publishing it as author. Ex¬ 
amples : LT. S. Education bureau. Bibliography of edu¬ 
cation ; National education association. Addresses and 
proceedings; New York (city). Public Library. Bulle- 


CATALOGUING 


423 


tin; New York (state). Education department. An¬ 
nual report: Harvard university. Quinquennial cata¬ 
logue. 

s 

U.S. Education bureau. 

Bibliography of education. 

Figure 33 


(i) Anonymous Rooks. — Rooks published anony¬ 
mously, if the author is known, should be entered under 
the name of the author; but if the author is unknown, 
the top line of the card should be left blank, in case the 
author’s name is found out later, and the title written 
in its accustomed place, should be used for the main 
eiitry. The note, “ Published anonymously ” should be 
written below. 

I 


F 

B82 Breadwinners. c1883. 

Published anonymously 

Figure 34 

(j) Sacred Rooks and Anonymous Classics are en¬ 
tered tinder the name of the book for an author heading. 
Examples: Rible, Koran, Arabian nights, Mabinogion, 
etc. 


220.5 Bible 

B85 Holy Bible, containing the Old and New 

Testaments. . . American rev. version. 1901. 


Figure 35 











424 THE USE OF BOOKS AND LIBRARIES 


398.2 Arabian nights 

A65La Arabian nights entertainments; selected 
and ed. by Andrew Lang. c1898. 

Figure 36 


(k) Maps and Atlases. — Enter under the name of 
the map-maker if his name is known, otherwise under 
the name of the publisher. 

(l) Periodicals are entered under their names and 
not under the editor. The following cards show a simple 
and adequate way to catalogue periodicals: 


370.5 Pedagogical seminary (quarterly) 
P37 

Library has: 
v.4-11, 1896-1904 
V. 15-date, 1908-date. 

Figure 37 


370.5 Education. Periodicals 

P37 Pedagogical seminary (quarterly) 

Library has: 
v.4-11, 1896-1904 
V.15-date, 1908-date 

Figure 38. (Underscored words are in red) 

(m) Notes, etc. — Besides these variations of entries, 
and the title, edition, date, etc., to be written on the 
main author card, it is sometimes necessary to add other 
information in the form of notes or contents. In collec¬ 
tions of essays, stories, etc., the contents should be added 
thus: 












CATALOGUING 


425 


814 Perry, Bliss 

P46 (The) amateur spirit. 190*4. 

Contents 

Amateur spirit 

Indifferentism 

Life of a college professo. 

College professors and the public 
Hawthorne at North Adams 
Fishing with a worm 

Figure 39 

When two or more books are bound together that in¬ 
formation should be indicated on the author card by a 
note beginning, “ Bound with.” 

(n) Added Editions.— When the library gets a new 
edition of a book that has already been catalogued, in¬ 
stead of making new cards for it, add it to the cards 
made for the earlier editions, thus: 


342 Bryce, James 

B91 American commonwealth. Ed.3. 2v. 1907. 

342 -. Ed.4. 2v. 1911 

B91a 

Figure 40 

An index in a separate volume to the work it indexes 
may be entered as an added edition. 

2 . Subject Card .— Not all books require subject cards. 
Novels do not unless they are historical novels; books of 
poetry, essays, plays do not unless they are collections 
on particular subjects: e.g., a book of nature poems or 
a collection of essays on childhood. When you classify 
a book, you determine its subject and expressing that 
subject in specific terms with the help of the A. L. A. 
List of Subject Headings, you assign a heading. If the 









426 THE USE OF BOOKS AND LIBRARIES 


book treats of more than one subject you can classify^ it 
in only one place on th'e shelves, but in the catalogue, by 
means, of subject headings you can analyze it and make 
evident every subject that will be useful to indicate. The 
subject card is an exact copy of the author card except 
that the subject heading in red is written on the top line, 
to the right of the irih'er vertical line, and that brings the 
author and title down a line lower than they are bn 
the author card. (See fig. 41.) 


952 Japan. History 
M83 Morris, Charles 

Historical tales. . . Japan and China. 1902. 

Figure 41 (Underscored words are in red) 


952 China. History 

M83 Morris, Charles 

Historical tales. . . Japan and China. 1902. 

Figure 42. (Underscored words are in red) - 

(a) Biography.— Subject cards for biographies have 
the name of the person about whom the book is written, 
in red ink on the top line, inner indention. Example, 
figure 43- 


B Scott. Sir Walter 

S43h Hutton, R. H. 

Sir Walter Scott. 1902. (English men of 
letters ser.) 

Figure 43. (Underscored words are in red) 

(b) Bibliography.— Subject cards for bibliographies 
are made in the same way that biography cards are made 














CATALOGUING 


427 

— usually with the words, “ For bibliography of,” 
printed in the upper left-hand corner. 

(c) Criticism.— Subject cards for criticism are of the 
same type, with the words, “ I'or criticism of,” printed in 
the upper left-hand corner. 

3. Title Card .— Many people ask and look for books 
by title rather than by author and subject, and it is best 
to make a title card for every book that is at all likely 
to be called for by title. Novels, plays, poems published 
separately, all books with distinctive titles or unusual ones, 
all books published anonymously if the authorship is 
known, all books published under a pseudonym should 
have title cards as well as author cards. 


335 Tools and the man. 1901. 

G54 Gladden, Washington. 

Figure 44 


881 Iliad, tr. by Alexander Pope 

H76 Homer 

Figure 45 

Secondary Cards.—-Besides author, subject and title 
cards there are certain other types of cards necessary if 
you would make a useful catalogue: (a) Joint author 
REFERENCE CARD, mentioned under author card p. 422. 
Example of form: 


Osbourne, Lloyd, joint author, see 
Stevenson, R.L. and Osbourne, Lloyd. 


Figure 46 











428 THE USE OF BOOKS AND LIBRARIES 


(b) Editor, Translator, Compiler.— When an edi¬ 
tor, translator, or compiler is well known, a card should 
be made under his name with the abbreviations, ed. tr. 
or comp. For example: 


851 Longfellow, H.W. tr. 

D19 Dante, Alighieri. 

Divine comedy. 1890. 

Figure 47 

(c) Analytics, (i) Author .— When a book con¬ 
tains a chapter or a part written by some one other than 
the author of the main part; or when two or more works 
of an author, who is well-known, have been bound in 
the same volume, a card must be made under the author 
of the secondary portion in one of the following forms: 


F Hawthorne, Nathaniel 

H39h The great stone face, (in his House of the 
seven gables, c.1883. p. 413-38.) 

Figure 48 


F Dickens, Charles 

D54g Great expectations. 334 p. (in his Oliver 

Twist. 1868.) 

Figure 49 


2. Subject Analytic .— If a book contains a chapter 
or part not indicated by the main or secondary subject 
headings and if it is worth bringing out under subject, 
make a subject analytic card for it. Example: 











CATALOGUING 


429 


379 Libraries 

J72 Koch, T. W. 

The high school library, (in Johnston, H.W. 
High school education. 1912. p. 460-70.) 

Figure 50. (Underscored words are in red.) 

3. Title Analytic. — A title analytic should be made for 
every part of a book that would call for a title card if that 
part were published separately. Example: 


F (The) great stone face. 

H39h Hawthorne, Nathaniel, (in his House of the 
seven gables. c1883. p. 413-38.) 

Figure 51 

(d) Partial or Changed Titles. — When a book is 
well-known by a part of its title, or a changed title or 
any form of title that differs from the wording on the 
title-page, it should have an additional card under that 
title. Examples are: “ The strange case of Dr. Jekyll 
and Mr. Hyde,” entered also under, “ Dr. Jekyll and Mr. 
Hyde.” “ The history of Henry Esmond ” and under 
“ Henry Esmond ”; Arnold Bennett’s, ” Denry the au¬ 
dacious ” and under “ The card.” its English title. 

(e) Series.— Books in well-known series are fre¬ 
quently asked for by the series. For example: “Have 
you in the library the Engli.sh men of letters series?” or, 
“ the International scientific series ? ” It is useful to 
make a card for such well-known series, with a reference 
from the editor. The entry is under the title of the 
series and on the card is added a list of the works in 
the library which belong to the series, giving author’s 









430 THE USE OF BOOKS AND LIBRARIES 


name, brief title, date of publication and call number of 
each item. For example: 


English men of letters; ed. by John Morley. 


B 

B12 

Bacon. 

By 

R.W. 

Church. 1886. 

B 

G62 

Goldsmith. 

By William Black. 

B 

P82 

Pope. 

By 

Leslie 

Stephen, n.d. 


Figure 52 


Morley, John. ed. see 
English men of letters. 

Figure 53 

Cross Reference Cards.— Just as reference is made 
from one form of an author’s name to another form, and 
from a joint author to the main author, so references 
are made from one subject to another. These subject 
references are of two kinds, see and see also. A see 
reference is one that refers from a subject heading that 
is not used to one that is; a see also reference is one that 
refers from a subject heading that is used to another 
closely related heading that is also used. Examples: 

Country schools, see Education, see also 

Rural schools Busy work 

Kindergarten 

Such cards must be made where they will be of real use 
in a catalogue, but great care must be shown not to 
overdo the matter. Do not, for instance, make continual 
reference thus: Domestic economy, see Domestic science 
and on to Domestic science, see Home economics, Dq 








CATALOGUING 


not ever refer to a subject which you have not already 
used, e.g., do not refer from Education to Busy work 
and Kindergarten unless you have actually used those 
headings. Refer from the general heading to the specific 
heading, but not from the specific to the general. Do 
not say Kindergarten, see also Education. 

Guide Cards.— A thumb index to a dictionary is a 
most convenient guide for easy use. Guides in a card 
catalogue are necessary for the same purpose. Stiff 
manila cards with a third of the width of the card pro¬ 
jecting above the rest are used for guides. On this 
projecting third is written a name or word that will 
indicate the subject of the card filed just hack of the guide 
card. When these guides are filed alphabetically at an 
average distance of an inch apart, the physical use of the 
catalogue becomes much simpler. These cards can be 
bought from any'library supply firm. 

Library of Congress Cards.— The printed cards of 
the Library of Congress can be bought for practically all 
books published since 1898, likely to be found in a school 
library. Call numbers, subject headings and title entries 
have to be made for these cards by the librarian before 
they can be put into the catalogue. The information on 
these cards is much fuller than is necessary or perhaps 
desirable for the catalogue of a school library, but if they 
are used, it would be unwise to take the time to change 
them simply to be uniform. Of course it will be neces¬ 
sary to adopt in some instances a different subject heading 
— a simpler heading —and also one that follows the 
usage the librarian has already decided upon. 

Directions for ordering and the cost of these cards are 
given in a handbook issued by the Card Section of the 
Library of Congress. This will be sent on application. 


432 THE USE OF BOOKS AND LIBRARIES 


Arrangement of Cards.— All cards are filed in alpha¬ 
betical order by the word on the top line of the card, 
whether author, subject or title. The initial articles, 
a, an, and the, are disregarded in alphabeting. Subject 
cards for biography and bibliography are filed before the 
author cards under the same name: e.g., a biography card 
with the red heading Dickens, Charles, would come be¬ 
fore an author card headed Dickens, Charles.^ 

Lessons. 

The following books will illustrate every type of card 
discussed in this chapter. The instructor may wish to 
substitute other books to bring out these points. At 
least lOO books should be catalogued by each student and 
L. C. cards for 40 more should be ordered and com¬ 
pleted for inserjtion in a model catalogue kept by each 
student. The shelf-list for these 140 books should be 
made and filed at the same time the cataloguing work 
is done. 

Lesson I. Adams, G. B., Growth of the French na¬ 
tion; Austen, Jane, Pride and prejudice; Bulfinch, 
Thomas, Age of fable; Butler, N. M., Meaning of educa¬ 
tion; Fiske, John, History of the U. S.; Lamed, J. N., 
Primer of right and wrong; Merriam, F. A., Birds 
through an opera glass; Ward, Mrs. Humphry, Robert 
Elsmere; Lowell, J. R., Complete poetical works; Tabor, 
Grace, Garden primer. 

Lesson 2. Bartlett, John, Familiar quotations ;• Eliot, 
George, Silas Marner; French, Alice, Adventures in 
photography; Wiggin; K. D., Timothy’s quest; Fiske, 

3 For rules for the arrangement of a dictionary catalogue, see Cutter’s 
Rules, ed. 4, p. 111-129 and Hitchler, Theresa. Cataloguing for small li¬ 
braries, p. 27-32. 


CATALOGUING 


433 


John, Civil government in the U. S.; Jacobs, Jacob, 
English fairy tales; Warner, C. D., Roundabout jour¬ 
ney; Andrews, C. M., Bibliography of history; Hitch¬ 
cock, F. H., Building of a book; Singleton, Esther, His¬ 
toric buildings. 

Lesson 3. De Quincey, Thomas, Flight of a Tartar 
tribe; Baring-Gould, Sabine, Curious myths of the mid¬ 
dle ages; Tennyson, Alfred, Poetical works; Thatcher 
and Schwill, Europe in the middle ages; Goethe, J. W. 
von, Faust tr. by Bayard Taylor; Irving, W., Oliver 
Goldsmith; Franklin, Benj., Autobiography; Scott, Sir 
Walter, Marmion; Hawthorne, Nathaniel, Marble faun; 
Chaucer, Geoffrey, Complete works, ed. by W. W. Skeat. 

Lesson 4. Hutton, R. H., Sir Walter Scott; Traill, 
H. D., Coleridge; Lange, H., Higher education of women; 
Caffin, C. H., American masters of painting; Hughes, 
Thomas, Tom Brown’s school days; Baldwin, Joseph, 
School management; Schauffler, R. H., Christmas; 
Schauffler, R. H., Thanksgiving; Clarke, E. C., Astron¬ 
omy from a dipper; Frost, W. H., Wagner story book. 

Lesson 5. Darwin, Charles, Origin of species; Emer¬ 
son, R. W., Select essays and addresses; Hawthorne, N., 
Our old home and Septimius Felton; Mason, O. T., 
Woman’s share in primitive culture; Trotter, Spencer, 
Geography of commerce; Perry, Bliss, Amateur spirit; 
Sidgwick, Mrs. Alfred, Home life in Germany; Bible; 
The boy’s Cuchulain; Mabinogion, ed. by Sidney La¬ 
nier. 

Lesson 6. Federalist, ed. by H. C. Lodge; Baldwin, 
James, Stories of Don Quixote; Farm conveniences, 
comp, by B. D. Halsted; A living without a boss; U. S. 
Commissioner of Education, Report 1910-date; Harvard 
university. Catalogue; School review, v. 1-5, v. lo-date; 


434 'I'HE use of books AND LIBRARIES 


Harper’s monthly, v. i-date; Putnam’s magazine, v. 1-7 
all pub.; Mitchell, D. G., Reveries of a bachelor. 

Lesson 7. McKeever, W. A., Farm boys and girls; 
Botsford, G. W., History of Rome; Green, J. R., Short 
history of the English people; Shepherd, W. R., His¬ 
torical atlas; Bartholomew, J. G., Literary and historical 
atlas of America; Beard, C. A., Readings in American 
government and politics; Wilcox, D. F., Government by 
all the people; Roosevelt, Theodore, American ideals; 
Spargo, John, Bitter cry of the children; Guerber, H. A., 
Legends of the Rhine. 

Lesson 8. Young, J. W. A., Teaching of mathematics 
in the elementary and secondary school; Poincare, Lucien, 
The new physics and its evolution; Dodd, M. E., Chem¬ 
istry of the household; Geikie, James, Earth sculpture; 
Ostwald, Wilhelm, Conversations on chemistry, 2 v.; 
Conn, H. W., Story of germ life; Doubleday, Mrs. 
N. B. D., Bird neighbors; Roberts, C. G. D., Haunters of 
the silences; Jordan and Kellogg, Evolution and animal 
life; Dopp, K. E., Place of industries in elementary edu¬ 
cation. 

Lesson 9. Hough and Sedgwick, Human mechanism; 
LeBosquet, Maurice, Personal hygiene; Watts, R. L., 
Vegetable gardening; Bashore, H. B., Sanitation of a 
country house; Plumb, C. S., Types and breeds of farm 
animals; Barrows, Anna, Principles of cookery; Bevier, 
Isabel, The house; Richards, Mrs. E. H., Sanitation 
in daily life; Woolman and McGowan, Textiles; Dickens, 
C'harles, Oliver Twist and Great expectations. 

Lesson 10. Dudley and Kellor, Athletic games in the 
education of women; Goodyear, W. H., Roman and 
n^edk-eval art; Reinach, Salomon, Apollo; Kephart, 
Horace, Book of camping and woodcraft; Chubh, Per- 


CATALOGUING 


435 


cival, Teaching of English in the elementary and secon¬ 
dary schogl; Greenough and Kittredge, Words and their 
ways in English speech; Ringwalt, R. C., Briefs on pub¬ 
lic questions; Richardson, C. F., American literature; 
Brooke, S. A., Poetry of Robert'Browning; Lowell, J. R., 
iMy study windows. 

Lesson ii. Order L. C. cards for the following and 
supply call numbers and subject headings: Johnston, 
C. H., High school education; Fyffe, C. A., History of 
modern Europe; Cheyney, E. P., Introduction to the in¬ 
dustrial and social history of England; Ruskin, John, 
Sesame and lilies (Everyman) ; Thoreau, H. D., Wal¬ 
den (Everyman) ; Walton, Isaak, Complete angler (Ev¬ 
eryman) ; Carpenter, G. R., American prose; Manley, J. 
M., English prose; Shurter, E. D., Masterpieces of mod¬ 
ern oratory ; Thomas, Calvin, History of German litera¬ 
ture; Saintsbury, G. E. B., Short history of French litera¬ 
ture; Bennett and Bristol, Teaching of Latin and Greek in 
the secondary school ; Homer, Odyssey, prose translation 
by Butcher and Lang; Laing, G. J., Masterpieces of Latin 
literature ; Slocum, Joshua, Sailing alone around the world 
in sloop Spray; Riis, J. A., Hero tales of the far north; 
Keller, Helen, Story of my life; Palmer, G. H., Life 
of Alice Freeman Palmer; Boissier, Gaston, Cicoro and 
his friends; Fowler W. W., City state of the Greeks and 
Romans. 

Lesson 12. Gow, James, Companion to school class¬ 
ics; Kiepert, Heinrich, Atlas antiquus; Mahaffy, J. P., 
Story of Alexander’s empire; Tappan, E. M., Story of 
the Greek people; Tucker, T. G., Life in the Roman world 
of Nero and St. Paul; Rose, J. H., Life of Napoleon; 
Creighton, Mandell, Age of Elizabeth; Lodge, H. C., 
Short history of the English colonies; Parkman, Francis, 


436 the use of BOOKS AND LIBRARIES 


Jesuits in North America ; Griffis, W. E., Pilgrims in their 
three homes; Robert, H. M., Rules of order; Gulick, L. 
H., Mind and work; Addams, Jane, Twenty years at 
Hull-house; George, W. R., The junior republic; Van 
Hise, C. R.. Conservation of natural resources in the 
U. S.; Crawford, M. C., College girl of America; Serviss, 
G. P., Astronomy with the naked eye; Russell, I. C., 
Rivers of North America; Cockerell, Douglas, Bookbind¬ 
ing; Page, C. H., British poets of the nineteenth cen¬ 
tury. 

Review lesson. On various points in cataloguing and 
the alphabetical arrangement of all cards in a model cata¬ 
logue and the shelf-list cards in a model shelf-list. 


Chapter XXX 

MECHANICAL PROCESSES 

Besides entering books in certain records, there are 
mechanical processes necessary before books are ready 
to circulate. The preparation of books for the shelves 
is best done either just before or just after they are 
entered in the accession book. 

Preparation of Books for the Shelves.— Some mark 
of ownership should be put in every library book. If a 
book-plate is used, that should be pasted in the centre of 
the inside front cover. Some libraries cannot afford the 
expense of a book-plate and it will be sufficient to use a 
rubber stamp with the library’s name on it. Stamp the 
book on the inside of the cover, on the title-page, and on 
some other special page known only to the librarian. 
Stamping or embossing with either an embossing or per¬ 
forating machine, if the library can afford either, should 
be done in addition to using a book-plate. 

Pasting and Labelling.— A good photo-paste is sat¬ 
isfactory for pasting in book-plates, but if they can be 
bought already gummed and if book-pockets can be 
bought gummed on three sides, it will save a great deal 
of time and the pasting process will be neater. Book- 
pockets should be pasted at the bottom of the inside front 
cover, if no book-plate is used; otherwise at the bottom 
of the inside back cover. 


437 


438 THE USE OF BOOKS AND LIBRARIES 

The outside of each book should be marked with its 
class and author number, so that the books may be put 
on the shelves in right order and the shelves read without 
taking down the books to look inside for the number. 
For this marking, use a Judge’s quill-pen no. 312 and 
David’s white letterine for dark colored books and 
Higgins’s India ink for-books in light colored bindings. 
Put the numbers on all books at a uniform height — the 
width of a catalogue card — from the bottom of the book. 
When the white ink has dried, in about half an hour, 
brush over the numbers and letters with French spirit 
varnish. The India ink does not need the protection of 
the varnish. When the backs of books are too highly 
decorated for direct marking, either use a gummed label 
and write the call number on it, or use gummed figures 
and letters made by the Tablet and Ticket Company, 
New York.^ 

Mending.— The school librarian will not have much 
time for mending books and the need for mending should 
be reduced to a minimum by: (i) buying as many books 
as possible in reinforced bindings; and (2) by teaching 
students the proper care of books. Books in reinforced 
bindings can now be bought of several publishers if re¬ 
quested, at a cost of a few cents a volume extra. In 
buying editions of Everyman’s Library always get the 
reinforced at sixty cents instead of the usual cloth edition 
at fifty cents, because it is stronger and therefore cheaper 
in the end. 

What to Mend.— It is not good economy for a school 
librarian, particularly as she seldcyn has an assistant to 
do such work, to spend the time on elaborate mending 

1 These may be had in assorted boxes, both white and biack, and of a 
convenient and legible size. 


MECHANICAL PROCESSES 


439 


that she should be giving to more important phases of 
the work. Torn pages, loose leaves, and loose joints 
might very well be repaired, but further than that, when 
sections become loose and the cover comes off and worse 
things happen, the book should be sent to a binder. 

From the A. L. A. Manual of Library Economy, chap¬ 
ter 26, p. 15 — “ Bookbinding,” by A. L. Bailey, we quote 
the following practical suggestions: “Mend (i) books 
which have been rebound once but which would not pay 
to rebind again; (2) books which have nearly outlived 
their usefulness, or are to be withdrawn absolutely when 
entirely worn out; (3) books which must be on the li¬ 
brary shelves; (4) books ])rinted'on heavily loaded paper 
which will not pay to rebind.” 

For clear and practical directions on the mending of 
books we can do no better than refer the student to the 
A. L. A. Handbook number 6, price fifteen cents, com¬ 
piled by Margaret W. Brown of the Iowa Library Com¬ 
mission. 

Binding.— What to bind will depend on the amount 
of money the library has to spend and the use it makes of 
certain classes of books. (i) Bind those magazines that 
are used steadily for reference work. All others, as 
well as newspapers, may be tied up in volumes, wrapped 
in paper and lal)elled with name, volume and inclusive 
dates. (2) Rebind all reference books just as soon as 
they indicate the need of it. (3) Rebind all general 
books of permanent vjilue that cannot be replaced for 
fifty cents. Many books are too badly torn or soiled 
to be worth rebinding. 

Binder.— If possible, select a reliable binder who 
knows what library binding should be and learn your¬ 
self what good library binding is. Cheap prices mean 


440 THE USE OE BOOKS AND LIBRARIES 


cheap work and such prices should not be expected. The 
librarian will do well to have the binder follow specifica¬ 
tions as given in the A. L. A. Handbook number 5. If 
the binder chosen cannot follow these specifications intel¬ 
ligently, select another one who can and will. A careful 
study of the references listed below will acquaint the 
student with what good library binding is; but this study 
should be supplemented when possible by a visit to a 
good bindery to observe the actual work. 

Preparation of Books for the Bindery.— (i) Mag¬ 
azines. Look over each volume carefully to be sure it 
is complete with title-page and index. If these are wanL 
ing, write to the publisher for them. Arrange the maga¬ 
zines in order, placing title-page and contents first, maga¬ 
zines next, and the index last. Place a binding slip in 
the volume to indicate material, color, and lettering.^ It 
is very important to keep a set of periodicals in a uniform 
binding, so a copy of the binding slip for each set should 
be kept on file in the library. If the same binder does 
the work from year to year, it will be unnecessary to 
write instructions in regard to style and material after 
the first time, because the binder keeps a record of the 
style. (2) Books. The librarian need not carefully 
collate books for rebinding, because the binder will do 
it, but it is well to make a hasty examination of each 
book to see if the title-page or any important part is 
missing. Ordinarily books with missing parts should 
not be rebound, but sometimes a type-written title-page 
and table of contents, etc., copied from another copy of 
the book, might well be made and sent to be bound in. 

2 These slips can be bought of Gaylord Bros., the Library Bureau, and 
the Democrat Printing Company. 


MECHANICAL PROCESSES 


441 


A binding slip with directions to the binder should be put 
in the front of each book. 

List of References. 

A. L. A. Committee on bookbinding:. Rinding for small libraries. 
(Handbook ro. 6 .) A. L. A. Publishing Board, igir, 15 
cents. 

Bailey, A. L. Bookbinding. (Chapter 26.) A. L. A. Manual of 
library economy. Preprint. 1911. 10 cents. 

Bailey, A. L. Library bookbinding. Wilson. 1916. $1.25. 
Brown, M. W. Mending and repair of books. (Library hand¬ 
book no. 6.) A. L. A. Publishing Board. 1910. 15 cents. 

Dana, J. C. Bookbinding for libraries. Library Bureau. 1910. 
$1.00. 


Chapter XXXI 

PAMPHLETS, PICTURES AND CLIPPINGS 


A collection of pamphlets, pictures and clippings can be 
made very useful in a school library, but the librarian 
must plan carefully and wisely, not only to select just 
such material as will be of real use but to classify, cata¬ 
logue, and file this material in a way that will make it 
readily usable. The task is no small one, and it is made 
more difficult by reason of the fact that we are prone to 
reach out eagerly for everything that is given away. We 
may obtain it free of cost, but to make it available for 
use costs something and that something is what the libra¬ 
rian must consider. Is the time given, the material used, 
the shelf-room taken up, the energy expended, of small 
enough cost to the library to make the pamphlet or th€ 
picture an acquisition that •the library can afford? Its 
use determines the question. Use always determines the 
problem of selection; in short, use determines each proc¬ 
ess the pamphlet is put through: classification, cata¬ 
loguing, and filing. The uses of pamphlets, pictures, and 
clippings differ somewhat and for that reason they will 
be discussed separately. 

Pamphlets.— Already in Chapter VI suggestions have 
been made about obtaining special public documents, many 
of which are in pamphlet form. Advice was there given 
to bind Farmers’ Bulletins and the Bureau of Education 
Bulletins, but no specific directions were given about filing 
442 


PICTURES AND PAMPHLETS 


443 


the separate pamphlets. The information given here ap¬ 
plies to those pamphlets as to all others the library may 
acquire. 

Selection.— The selection of pamphlets is determined 
by the needs of the school. There are?*no particular aids 
in the selection of pamphlets for school libraries other 
than the lists from which to select government documents. 
These lists may be obtained from the Superintendent of 
Documents at Washington or from any of the Depart¬ 
ments issuing them. Not much unsought pamphlet ma¬ 
terial as a usual thing.finds its way to the average high 
school library. Valuable pamphlet publications on many 
social and economic questions are issued by various so¬ 
cieties and organizations and the librarian should request 
such of these pamphlets as will be of use to the school 
library. The publications of other schools, even in other 
States are often sent as exchanges and much of such pro¬ 
fessional literature is valuable. Most State Universities 
publish a series of bulletins, and the school librarian 
should make an effort to get some of them. These bulle¬ 
tins are not only useful in the many departments of in¬ 
struction but also in various student activities, particularly 
for debates. Catalogues of important colleges, and high 
school courses of study will be found useful. Pro¬ 
grams, printed or typewritten, of all entertainments given 
in the school should be kept on file. There will also be 
use for some advertising publications. 

Classification and Cataloguing.— The problem is but 
just begun when a wise selection of pamphlets has been 
made. Next comes the task of classifying and cata¬ 
loguing them. Each pamphlet must be given a number 
that will place it where it will most probably be wanted. 
The amount of cataloguing depends upon the amount of 


444 the use of BOOKS AND LIBRARIES 


time the librarian can afford to give to this particular 
part of the work. It is absolutely necessary to make one 
general reference card for each group of pamphlets: 

''37^7 School Hygiene. For additional material 
on this subject, see also pamphlets.” If time will allow, 
more detailed cataloguing will be useful: each pamphlet 
being represented in the catalogue by a subject card, 
rarely by an author card. 

Filing.— Many devices for holding pamphlets have 
been tried and found useful; perhaps the two here de¬ 
scribed will be the most practicable for school libraries: 

(I) Pamphlet Boxes.— The most durable are wooden 
cases, and they are cheaper in the long run. The Li¬ 
brary Bureau “ Wood C C pamphlet cases with closed 
tops and open backs ” are excellent but expensive. A 
school library might very well arrange with the manual 
training department to make a year’s supply of pamphlet 
boxes during each fall term of the session. Instead of 
covering the boxes with marbled paper, stain them and 
the whole cost per box will average not over eighteen 
cents from the smallest, 10x7x4 inches, to the largest 
needed, 12x9x3% inches, outside measurement. A 
label of white paper 2x3 inches should be pasted on 
the front of the box two inches from the top with equal 
margins on each side. See illustration on page 445. 

On this blank label write the number of pamphlets in 
the box, the classification number and the subject head¬ 
ing that has been given to the general reference card in 
the catalogue: e.g., 

371.7 

School hygiene 
Pamphlets 
1-6 


PICTURES AND PAMPHLETS 


445 



If the pamphlets have been catalogued separately, give 
the inclusive class numbers and below the subject head¬ 
ings of each pamphlet in the box: e.g., 640.7-642 

Home economics. Study and teaching 
Cooking 

Chemistry, Household 
Menus 

Pamphlets 

1-4 

These boxes are put in their regular places on the 
shelves with the books. 















































446 THE USE OE BOOKS AND LIBRARIES 


(2) Vertical File.— The vertical file is the best means 
of keeping pamphlets and clippings and it has the addi¬ 
tional advantage of being a suitable place for filing un¬ 
mounted pictures that are not too large. For pictures 
mounted on, pulp board mounts of the uniform size, 
13 X I7^> inches, it will be necessary to have made special 
boxes ^ for vertical filing. 

Each pamphlet put into the vertical file is given a 
subject heading which is written on the manila folder 
used for holding the pamphlet. Pictures, and clippings 
pasted on manila sheets, are treated in the same way. 
The folders are arranged in the drawers alphabetically 
by the subject he^idings. 

Pictures.— The two chief sources from which to ob¬ 
tain pictures are: (i) Old magazines, books, advertise¬ 
ments, etc., that are ready to be discarded — the pictures 
to be carefully cut out, always preserving in the clipping, 
the title of the picture and the name of the artist, if they 
are printed; (2) picture dealers, who print inexpensive 
copies of great works of art. Write for their catalogues 
and make a selection. A list of picture dealers will be 
found at the end of this chapter. 

Selection.— Some of the courses of study for which 
instructors will find illustrative material useful are: 
Literature, pictures of places and people illustrating an 
author and his works; Geography, pictures of travel, 
manufactures, industries, mountains, rivers, etc.; His¬ 
tory, pictures of historical characters, places, events, etc.; 
Art, reproductions of great works of art; Nature-study; 
Domestic science, etc. Pictures should be selected pri¬ 
marily for the actual work of the classes needing them, 

1 See Dana, J. C. The pictvire collection. (Modern American library- 
economy series, ed. by J. C. Dana.) N. Y. Wilson. 


PICTURES AND PAMPHLETS 


447 


though there will be legitimate calls on the library for 
pictures of a more general character. 

Mounting and Filing.— Many pictures need not be 
mounted but they should be kept loose in manila folders 
for filing. Those pictures that are used often should be 
mounted on a thin pulp board. Colored prints are more 
pleasing if put on gray and brown mounts. The pulp 
board and colored mounts may be bought of most paper 
dealers in sheets 26 x 36 inches and 26 x 38 inches. The 
price depends on the quality and the quantity bought. 
At a small additional expense the sheets will be cut by 
the dealer in the sizes specified. If the library can afford 
to buy a Popular Cutter, 15-inch blade, made by the 
Milton Bradley Company, Springfield, Mass., price $7, it 
will save much time in trimming the margins of the pic¬ 
tures before mounting and the trimming will be more 
accurately done than with scissors. 

Place the picture in the middle of the mount from 
either side, leaving a deeper margin at the bottom than at 
the top. Use a good library paste — Higgins’s and Sand- 
ford’s are both good — and tip the picture at the four 
corners. Pictures should be pressed down by an even, 
heavy weight until dry and firmly stuck. 

If the library is fortunate enough to afford photo¬ 
graphs instead of cheaper process prints, the librarian 
should secure the List of Photograph Dealers published 
by the Massachusetts Library Club. The preface to this 
list gives useful information about mounting photographs, 
and the descriptive information about the photographs of 
each dealer is most valuable. 

The vertical file, with pictures arranged alphabetically 
by subject, is the most satisfactory method of keeping 
pictures. It does away, too, with the necessity of cata- 


448 THE USE OF BOOKS AND LIBRARIES 

loguing pictures. To lay pictures flat in boxes is an 
excellent way to store them, but for use and easy handling 
the vertical file is the only practical device. 

Post Cards.— A selection of post cards is a useful part 
of a picture collection. Grouped by subject with several 
mounted on the same board, they are uniform with the 
mounted pictures for filing. If, however, the school 
owns a reflectoscope, the cards should not be mounted, 
but filed by subject in special drawers made for filing 
post cards.” 

Lantern Slides.— If the school owns a stereopticon 
the library might very well add a selection of lantern 
slides to its collection of pictures. The slides should be 
arranged alphabetically by subject and filed in a box. 

Clippings.— The’ school library will find it almost nec¬ 
essary to clip a few newspapers and perhaps some maga¬ 
zines that are not to be bound, and file the clippings. It 
is only in this way that current information on local mat¬ 
ters and on political and economic questions can be kept 
up to date. Besides clipping the local papers for local 
news, the New York Times, or some other equally re¬ 
liable paper should be clipped for world wide matters. 
When the demand for this newspaper information is 
past, the file should be weeded out. The simplest method 
of filing clippings is to paste them on manila sheets and 
file the sheets in the vertical file with the pamphlets. 

REFERENCES 

Pamphlets: 

Booth, Mary J. Lists of material which may be obtained free or 
at small cost. 1915* A. L. A. Publishing Board. 25 cents. 

2 The Library Bureau makes a special combination cabinet for filing 
post cards, lantern slides and photographs. 


PICTURES AND PAMPHLETS 


449 


Booth, Mary J. Material on geography which may be obtained 
free or at small cost. A. L. A. Publishing Board. 15 cents. 
Dickey, Philena A. Care of pamphlets and clippings in libraries. 
1916. H. W. Wilson. 25 cents. 

Wyer, J. I. Jr., and others. Pamphlets and minor library ma¬ 
terial ; clippings, broadsides, prints, pictures, music, book¬ 
plates, maps. (Preprint of A. L, A. Manual of Library 
Economy, Chapter 25.) 1917. A. L. A. Publishing Board. 

10 cents. 

Picture Collection: 

Abbot, Ethelred, comp. List of photographs with index by coun¬ 
tries. Mass. Library Club. 1907. Price 15 cents. (Address 
Public Library, Brookline, Mass.) 

Dana, J. C. The picture collection. (Modern American Library 
economy series. Pt. 5, School department. Section 3.) H. 
W. Wilson. 35 cents. 

Ovitz, D. G. Course in reference work. State Normal School. 
Milwaukee, Wis. 1910. 10 cents. 

Has a full descriptive list of picture dealers. 

Picture Dealers: 

George P. Brown, Beverly, Mass. 

Bureau of University Travel, Boston, Mass. 

Cosmos Picture Company, 296 Broadway, N. Y. 

Curtis & Cameron, Boston, Mass. 

Detroit Publishing Company, Detroit, Mich. 

A. W. Elson and Company, Boston, Mass. 

Medici Society, Boston, Mass. 

Perry Pictures Company, Malden, Mass. 

Prang Educational Company, 623-50 Wabash Ave., Chicago, Ill. 
Soule Photograph Company, Boston, Mass. 

Earl Thompson Company, Syracuse, N. Y. 








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INDEX 


Abbott, Jacob 255-6. 

Accession record, 337-9. 

Adams. Manual of Historical 
Literature, 129. 

Aelfric’s Colloquy, 233-4. 

Agriculture, government docu¬ 
ments on, 87-9. 

Alcott, Louisa M., 263-4. 

Alcuin, 232-3. 

Aldhelm, 232. 

Alexandrian libraries, 164-5. 

Allibone. Dictionary of Eng¬ 
lish Literature, 62; Poetical 
and Prose Quotations, 66. 

Almanacs, 46. 

American libraries, 174-8. 

American Library Association, 
Book List, 128; Catalogue, 
127-8; Catalogue Supple¬ 
ment, 128; Index, 62. 

Americana (encyclopedia), 43. 

Ancient libraries, 163-6. 

Andrews, Gambril and Tall, 
Bibliography of History, 
129. 

Annotated lists, 126-7. 

Appendix of a book, 33. 

Appleton s New Practical En¬ 
cyclopedia, 44. 

Aquatint, 158-9- 

Architecture, reference books, 
70. 

Arrangement of books, 1 10; of 
cards, 432. 


Art, reference books, 69-70. 

Atlases, 59-61. 

Author card, 116-7; 420-5. 

Author number, 112-4. 

Bahees Boke, 234-5. 

Bailey. Cyclopedia of Agricul¬ 
ture, 70. 

Bailey. Cyclopedia of Horti¬ 
culture, 70-1. 

Baker. Guides to Fiction, 68-9. 

Baldwin. Dictionary of Phi¬ 
losophy, 76-7. 

Ballads, 239-40. 

Barbauld, Mrs., 252. 

Bartholomew. Literary and 
Historical Atlases, 60-1. 

Bartlett. Familiar Quotations, 

66 . 

Battledore, 242. 

Bede, 232. 

Benham. Book of Quotations, 
66-7. 

Bewick, Thomas, 156, 356. 

Bibliography, how to make, 
134-6; meaning of, 125. 

Bibliographies, fullness of, 
125-6; general, 127-8; in 
encyclopedias, 128. 

Binding, 439-41; record, 403. 

Biography, arrangement of, 
112, 411-2; for children, 
337-9; government docu¬ 
ments on, 94. 


451 


452 


INDEX 


Biography, reference books 
of, 52-4; selection of, 185; 
subject cards for, 119. 

Birched Schoolboy, 239. 

Blake, William, 254, 357. 

Bliss. Nczv Encyclopedia of 
Social Reform, 74. 

Block books, 150-1. 

Bodleian Library, 172-3. 

Bohn. Handbook of Proverbs, 

66 . 

Boke of Curtesye, 235-6. 

Book, evolution of, 138-62; 
opening a new, 29; printed 
parts of, 30-6; structure 
of, 25-7; text of, 33. 

Book buying, where to buy, 
392-3; prices, 393; what 
not to buy, 394, 

Book lists, 20. 

Book marks, 29-30. 

Book number. See Author num¬ 
ber. 

Book selection, 181-92; aids in, 
190-1; importance to teach¬ 
ers, 181-2; principles of, 
182-3. 

Book sizes, 27-8. 

Book Review Digest, 190. 

Books, care in recommending, 
22; care of, 22, 28-30; dan¬ 
ger of mediocre, 278; 
how to order, 394-5; for 
adults, read by children, 
260-1, 265; in manuscript, 
146; in series, 324; medi¬ 
aeval, 146; preparation for 
shelves, 437-8; cards for, 
with more thart one au¬ 
thor, 121. 


Boutet de Monvel, 362-3. 

Brand. Popular Antiquities, 

76. 

Brewer. Dictionary of Phrase 
and Fable, 67; Historic 
Note Book, 54; Reader's 
Handbook, 67. 

British Museum, 170-2. 

Bryant. Nezv Library of Po¬ 
etry and Song, 64. 

Bunyan, John, 244. 


Caldecott, Randolph, 360-1. 

Call number, 112-3. 

Cannon. Reading References 
for English History, 130. 

Card catalogue, 115-24. 

Care of books, See Books, care 
of. 

Carroll, Lewis, 259-60. 

Catalogue, 115-24; order of 
cards in, 122; questions an¬ 
swered by, 118. 

Catalogue cards, information 
on, 122-3. 

Cataloguing, fullness of, 418; 
supplies needed in, 417-8; 
uniformity in, 419. 

Caxton, William, 152. 

Caxtons Book of Curteseye, 
235-6. 

Century Atlas, 59. 

Century Cyclopedia of Names, 

52. 

Century Dictionary, 42. 

Chambers. Book of Days, 76; 
Cyclopedia of English Lit¬ 
erature, 62. 

Champlin. Young Folks' Cy- 


INDEX 


453 


clopedia of Literature and 
Art, 62; of Persons and 
Places, 53. 

Champlin and Lucas. Young 
Folks' Cyclopedia of Nat¬ 
ural History, 72. 

Champlin and Perkins. Cyclo¬ 
pedia of Painters and 
Painting, 69. 

Channing, Hart and Turner. 
Guide to the Study of His¬ 
tory, 129. 

Chap-books, 240, 355. 

Cheap juveniles, danger of, 

277-8. 

Children’s books, lists for se¬ 
lecting, 378-81. 

Children’s literature, history 
of, 231-68. 

Children’s reading, 269-80. 

Citizenship and Government, 
children’s books on, 338. 

Classic, definition of, 312-3. 

Classical antiquities, reference 
books, 57-^. 

Classification, 110-4, 406-13. 

Classics, appeal to children, 
313; for children, 312-23; 
retold, 261; selection and 
adaptation, 316-22; value 
of, 313-6; when children 
should know, 316. 

Classroom libraries, 18. 

Clippings, 448. 

College libraries, 174. 

Columbia University Library. 
Books on Education, 131. 

Comic supplement, 265, 278, 

364. 

Commercial geographies, 59. 


Compiler, catalogue card for, 
121. 

Complete sets, 196. 

Concordance, 36. 

Contents, table of, 32. 

County library, 178. 

Crabb. E)iglish Synonyms, 72. 
Crains Nezv Census Atlas, 59. 
Crane, Walter, 361, 367. 

Cross reference cards, 119-20, 

430-1. 

Cruikshank, 359. 

Cubberley. Syllabus of Edu¬ 
cation, 131-2, 

Customs, reference books, 76. 
Cutter author numbers, 112-3, 
412. 

Cutter Expansive Classidca- 
tion, no, 408-9. 

Dana. Household Book of 
Poetry, 64, 

Day, Thomas, 250-1. 

Debating, aids in, 77-9. 

Dewey Decimal Classification, 
110-2, 408-10. 

Dictionaries, 40-2. 

Dictionary of National Biogra¬ 
phy, Index and Epitome, 

53. 

Domestic Science, See Home 
Economics. 

Dow. Atlas of European His¬ 
tory, 61. 

Doyle, Richard, 359. 

Dramatic Index, 106. 


E. V. B., 362. 

Economics, reference books, 


454 


INDEX 


74-5; selection of books, 

187. 

Edgeworth, Maria, 250-2. 

Edgren and Burnett. French 
and English Dictionary, 73. 

Editions, 196, 375-6; de-luxe, 
caution in buying, 394; 
helps in selecting, 376. 

Editor, catalogue cards for, 
121. 

Education, bibliographies of, 
131-31 government docu¬ 
ments on, 91-2; reference 
booksj^ 75. 

Emblems, 245. 

Encyclopedia Britannica, 43-4. 

Encyclopedias, 42-4. 

Etching, 157-8. 

Everyman Encyclopedia, 44. 

Ewing, Mrs., 262-3. 

Fairchild Family, 256-9. 

Fairy tales, 246-7, 281-98; 

adaptation, 286-71 classifi¬ 
cation of, 287; for differ¬ 
ent ages, 287-90; modern, 
290-1; value of, 282-6. 

Fernald. English Synonyms 
and Antonyms, 73. 

Fiction, arrangement of, 112, 
411-2; reference books, 68- 

9. 

Fine arts, children’s books on, 
344-5; selection of books, 
187. 

Flugel. Universal English- 
German and German-Eng~ 
lish Dictionary, 73. 

Flugel, Schmidt, and Tanger. 


German and English Dic¬ 
tionary, 74. 

Folk-lore, teacher’s familiarity 
with, 292. 

Free public libraries, 177. 

French dictionaries, 73. 

Gardiner. Atlas of English 
History, 61. 

Gardiner and Mullinger. In¬ 
troduction to English His¬ 
tory, 130. 

Geography, children’s books 
on, 339-40; government 
documents on, 92-4; ref¬ 
erence books, 58-9. 

German dictionaries, 73-4. 

Girls, early books for, 238-9. 

Golden Treasury, 64-5. 

Goldsmith, Oliver, 247. 

Goody Tzvo Shoes, 247, 355. 

Government publications, 84- 
100. 

Government, reference books 
on, 74-5. 

Granger. Index to Poetry, 64. 

Greek dictionaries, 74. 

Greek libraries, 164-5. 

Greenaway, Kate, 358, 360. 

Gross. Sources and Literature 
of English History, 130-1. 

Grove. Dictionary of Music, 
70. 

Guide cards, 431. 

Gutenberg, 151-2. 

Haydn. Dictionary of Dates, 
5'4. 

Harper’s Book of Facts, 45. 


INDEX 


455 


Harper’s Dictionary of Clas¬ 
sical Literature, 57. 

Harper's Encyclopedia of 
United States History, 54. 

Harper’s Latin Dictionary, 74. 

Hastings. Dictionary of the 
Bible. 76. 

Hawthorne, Nathaniel, 259. 

Health and Hygiene, govern¬ 
ment documents on, 96. 

Heilprin. Historical Reference 
Book, 54-5. 

High school library, books for, 
193-230; co-operation with 
public library, 195; maga¬ 
zines for, 194-5. 

Historical atlases, 60-1. 

Historical tales, 260. 

History, bibliographies of, 129- 
31; for children, 337-9; 
government documents on, 
94-6; reference books, 54- 
7; selection of books, 183- 

5. 

Hodge. Handbook of Ameri- 
coji Indians, 55. 

Hodgkins. Nineteenth Cen¬ 
tury Authors, 131. 

Home economics, government 
documents on, 89-90. 

Hopkins. Scientific American 
Cyclopedia of Formulas, 

71. 

Hopkins. Scientific American 
Reference Book, 71. 

fTornbook, 240-2. 

Houghton, .Arthur Boyd, 156. 

Hoyt and Ward. Cyclopedia 
of Quotations, 67. 

Hughes, Arthur, 361-2. 


Ideals furnished by literature, 
276-7. 

Illustrations, archaic style in, 

365- 6; childlike quality in, 

366- 8; list of, 32; of chil¬ 
dren’s books, 355-74; ped¬ 
agogical value of, 161; 
processes, 156-62. 

Indexes, 33-6; magazine, loi- 
9; to atlases, 35-6; to 
books in sets, 34. 

Industrial arts, reference 
books, 70-2. 

Introduction, 32-3. 

Inventory, 415-6. 

Janeway, James, 243. 

Johnston and Gladstone. 
Classical Atlas, 61. 

Kingsley, Charles, 259. 

Labberton. Historical Atlas, 
61. 

Lamb. Tales from Shake¬ 
speare, 357-8. 

Lantern slides, 448. 

Lamed. History for Ready 
Reference, 55: Literature 
of American History, 129- 
30. 

Latin dictionaries. 74. 

Lewis. Elementary Latin Dic¬ 
tionary, 74. 

Librarian, duties of, 389-90. 
Library commissions, 177. 
Library of Congress, 176; 

printed cards, 431. 

Library, place of, in education, 
* 17-8; teachers’ familiarity 


456 


INDEX 


with, 22; teachers’ privi¬ 
leges in, 18-22. 

Library work, government 
documents on, 97-8. 

Liddell and Scott. Greek-Eng- 
lish Lexicon, 74. 

Line engraving, 157. 

Lippincott’s Biographical Dic¬ 
tionary, 52, 

Lip pine ott's Nezv Ga:;ctteer, 58. 

Literary handbooks, 67-8. 

Literature, bibliographies of, 
131; reference books, 62-9; 
selection of books, 187-90. 

Literature for children. Sec 
Children’s literature. 

Lithography, 159. 

Loan record, 399-401. 

Longfellow. Poems of Places, 
64; Poets and Poetry of 
Europe, 64. 

Low and Pulling. Dictionary 
of English History, 55-6. 

McLaughlin and Hart. Cyclo¬ 
pedia of American govern¬ 
ment, 75. 

Magazine indexes, 101-9. 

Magazines for children, 377-8. 

Martineau, Harriet, 261. 

Mediaeval libraries, 166. 

Mending, 438-9. 

Mezzotint, 158. 

Mill. International Geography, 

58. 

Model libraries, 21. 

Modern libraries, European, 
169-73- 

Monasteries, bookmaking in, 


146-50; libraries in, 166-7; 
scribes in, 146-50. 

Monroe. Bibliography of Edu¬ 
cation, 132, 

Monroe, Cyclopedia of Educa¬ 
tion, 75. 

Mother Goose, 247; illustrated 
editions, 369. 

Moulton. Library of Literary 
Criticism, 62. 

Muret and Sanders. German 
and English Dictionary, 74. 
Music, reference books of, 70. 

Nature books, 342; selection 
of, 186-7. 

Nature study, government 
documents on, 96-7. 

Nezv England Primer, 246. 

Nezv International Encyclo¬ 
pedia, 42-3. 

Nezv Standard Dictionary, 41- 

2. 

New York State Library. 

Best Books, 191. 

Newbery, John, 247-9. 
Newspaper almanacs, 46. 
Newspaper indexes, 107. 

Nichol, Tables of' Ancient 
Literature and History, 
56; Tables of European 
History, 56. 

Nield. Guide to Historical 
Novels, 69. 

Orb is Piet us, 242-3. 

Oxford Book of English Verse, 

65. 

Package Library, 107. 


INDEX 


457 


Painting, reference books of, 
69. 

Palgrave, Dictionary of Polit¬ 
ical Economy, 75. 

Palgrave. Golden Treasury, 

64-5. 

Pamphlet boxes, 444-5. 
Pamphlets, 442-5. 

Papyrus, 140-3. 

Parchment, 143-5. 

Pens and ink, 145-6. 

Pergamon, library of, 165. 
Periodical check-list, 401-3. 
Philosophy, reference books of, 

76-7. 

Photo-mechanical processes, 
159-61. 

Physiology and Hygiene, chil¬ 
dren’s books on, 343. 
Picture collections, 20. 

Pictures, 446-8. 

Ploetz. Epitome, 56. 

Poetry, for children, 299-311; 
reading aloud, 306; that 
children like, 301-4; value 
of, 301; why children do 
not like, 299-301. 

Poole's Index, 101-5. 

Post cards, 448. 

Preface, purpose of, 32. 
Printing, invention of, 150-2; 
presses, 152-4; types, 154- 

5. 

Public library, reference work 
with pupils, 22-3; supple¬ 
ments the school library, 

15. 

Putnam. Handbook of Uni¬ 
versal History, 56-7. 
Putzger. Historical Atlas, 61. 


Pyle, Howard,’366. 

Quiller-Couch. Oxford Book 
of English Verse, 65. 

Quotations, books of, 66-7. 

Rand, McNally. Library At¬ 
las, 59-60; Nezv Imperial 
Atlas, 60. 

Readers’ Guide, 105; supple¬ 
ment, 106. 

Reddall. Fact, Fancy and 
Fable, 67-8. 

Reference books, how to judge, 
46-7; how to use, 47. 

Reference cards. See Cross 
reference cards. 

Reference collection, 40. 

Reinach. Apollo, 69. 

Religion, reference book of, 
76. 

Religious books for children, 

254-5. 

Roget. Thesaurus, 73. 

Roman libraries, ancient, 165- 

6 . 

Saint Nicholas Index, 107. 

School district libraries, 176- 
7- 

School library, campaign for, 
14-5; establishment and 
control, 385-6; furniture, 
388-9; legislation, 385-6; 
purpose of, 13-4; room, 
386; supplemented by pub¬ 
lic library, 15; supplies, 
389; value of, 13. 

Schools and libraries, relation, 

17. 


INDEX 


458 

Science, reference books of, 
72; selection of books, 186. 
Scott, Sir Walter, 260, 304-6, 
Secondary cards, 427-30. 
Selection of books, Sec Book 
selection. 

Series cards, 122, 429-30. 
Seyfifert. Dictionary of Clas¬ 
sical Antiquities, 57. 
Shelf-list, making of, 414-5; 

uses of, 415. 

Shelving, 386-8. 

Shepherd. Historical Atlas, 61. 
Sherwood, Mrs., 254, 256-8. 
Simon's Lesson of IVysedoin, 

237-8. 

Sizes of books. See Book sizes. 
Smith. Dictionary of Greek 
and Roman Antiquities, 
57-8. 

Smith. Synonyms Discrimi¬ 
nated, 73. 

Sociology, selection of books 
on, 187. 

Songs of Innocence, 254. 
Sonnenschein. Best Books, 127. 
Spiers and Surenne. French 
and English Dictionary, 73. 
Spon. Mechanics Own Book, 

71. 

Standard Dictionary, 41-2. 
Stans Puer Ad Mensam, 237. 
State libraries, 175-6. 

Statesman s Year Book, 45. 
Statistical Abstract of the U. 

s ., 45. 

Statistics, 403-4. 

Stedman. American Anthol¬ 
ogy. 65. 

Stedman and Hutchinson. Li¬ 


brary of American Litera¬ 
ture, 63. 

Steel engraving, 157. 

Stepping stone books, 327-8. 

Stevenson. Home Book of 
l^erse, 65. 

Stieler. Atlas of Modern 
Geography, 60. 

Stories, 324-36; adventure, 
328; animal, 340-2; histor¬ 
ical, 329; home, 328; out¬ 
door, 328-9; qualities to 
be avoided in, 327; quali¬ 
ties to be sought, 325-7; 
realistic, 287; school, 328. 

Sturgis. Dictionary of Archi¬ 
tecture, 70. 

Subject card, 117-9, 425-7. 

Subscription libraries, 174-5. 

Subscription sets, caution in 
buying, 394. 

Summerley^s Home Treasury, 
359-60. 

Sunday School stories, 254-5. 

Synonyms, books of, 72-3. 


Tablets, 138-40. 

Teachers, familiarity with li¬ 
brary, 22; library privi¬ 
leges, 18-22; reference 
room for, 20-1. 

Tenniel, 362, 368. 

Thorpe. Dictionary of Applied 
Chemistry, 72. 

Title card, 117, 427. 

Title page, 31-2. 

Trade bibliographies, 133-4. 

Translator, catalogue card for, 
121. 


INDEX 


459 


Travel books, selection of, 
185-6. 

Trimmer, Mrs., 252-3. 

U. S. Bureau of Education. 
Bibliography, 132-3; 
Monthly Record, 133. 

U. S. Geological Survey. 

Topographic Maps, 60. 
Universities, bookmaking in, 
150; libraries in, 167-8. 
Useful arts, children’s books 
on, 343-4; selection of 
books on, 187. 

Verse writers for children, 

25.3-4. 

Vertical file, 446. 

Vocational guidance, 390. 

Walsh. Curiosities of Popu¬ 
lar Customs, 76; Cyclope¬ 
dia of Quotations, 67. 
Ward. English Poets, 65-6. 


Ward. Grocers Encyclopedia, 
71-2. 

Warner. Library of the 
World's Best Literature, 

63. 

Warner, Susan, 254-5. 

Waters. Legendary and Myth¬ 
ological Art, 69. 

Webster. Neiv International 
Dictionary, 40-1. 

Wheeler. Fainiliar Allusions,, 
68; Noted Names of Fic¬ 
tion, 68. 

Who’s IVho, 53-4. 

Who's Who in America, 53. 
Wilson Package Library, 107. 
Winsor. Readers’ Handbook, 
1.30. 

Wood engraving, 156-7. 

World Book, 44. 


Yonge, Charlotte, 262-3. 
Young Folks' Cyclopedias, 44. 




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